Selecting and Certifying a Landing Site for Moonrise in South Pole-Aitken Basin

NASA Technical Reports Server (NTRS)

Jolliff, B.; Watkins, R.; Petro, N.; Moriarty, D.; Lawrence, S.; Head, J.; Pieters, C.; Hagerty, J.; Fergason, R.; Hare, T.;

Perspectives on Current Issues Is ``Anthropic Selection'' Science?

NASA Astrophysics Data System (ADS)

Larson, Ronald G.

2007-01-01

I argue that there are strong reasons for resisting as a principle of science the concept of “anthropic selection.” This concept asserts that the existence of “observers” in a universe can be used as a condition that selects physical laws and constants necessary for intelligent life from different laws or physical constants prevailing in a vast number of other universes, to thereby explain why the properties of our universe are conducive to intelligent life. My reasons for limiting “anthropic selection” to the realm of speculation rather than permitting it to creep into mainstream science include our inability to estimate the probabilities of emergence of “observers” in a universe, the lack of testability through direct observation of the assumed high variability of the constants of nature, the lack of a clear definition of an “observer,” and the arbitrariness in how and to what questions anthropic selection is applied.

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.

Nanotechnology Applications as a Context for Teaching the Essential Concepts of NST

ERIC Educational Resources Information Center

Sakhnini, Sohair; Blonder, Ron

2016-01-01

The goals of this study are to map applications of nanotechnology that are recommended to be taught in high-school science and to identify the "need-to-know" essential nanoscale science and technology (NST) concepts for each of the selected nanotechnology applications. A Delphi study using a community of experts was used to address these…

Effects of Concept Mapping Instruction Approach on Students' Achievement in Basic Science

ERIC Educational Resources Information Center

Ogonnaya, Ukpai Patricia; Okafor, Gabriel; Abonyi, Okechukwu S.; Ugama, J. O.

2016-01-01

The study investigated the effects of concept mapping on students' achievement in basic science. The study was carried out in Ebonyi State of Nigeria. The study employed a quasi-experimental design. Specifically the pretest posttest non-equivalent control group research design was used. The sample was 122 students selected from two secondary…

The Effect of Science Activities on Concept Acquisition of Age 5-6 Children Groups

ERIC Educational Resources Information Center

Dogru, Mustafa; Seker, Fatih

2012-01-01

Present research aims to determine the effect of science activities on concept development of preschool period age 5-6 children groups. Parallel to research objective, qualitative research pattern has been the selected method. Study group comprises of collectively 48 children from 5-6 age group attending to a private education institution in city…

Darwin's "Imaginary Illustrations": Creatively Teaching Evolutionary Concepts & the Nature of Science

ERIC Educational Resources Information Center

Love, Alan C.

2010-01-01

An overlooked feature of Darwin's work is his use of "imaginary illustrations" to show that natural selection is competent to produce adaptive, evolutionary change. When set in the context of Darwin's methodology, these thought experiments provide a novel way to teach natural selection and the nature of science.

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.

Strategic Approaches to Trading Science Objectives Against Measurements and Mission Design: Mission Architecture and Concept Maturation at the Jet Propulsion Laboratory

NASA Astrophysics Data System (ADS)

Case, K. E.; Nash, A. E., III

2017-12-01

Earth Science missions are increasingly challenged to improve our state of the art through more sophisticated hypotheses and inclusion of advanced technologies. However, science return needs to be constrained to the cost environment. Selectable mission concepts are the result of an overlapping Venn diagram of compelling science, feasible engineering solutions, and programmatic acceptable costs, regardless of whether the science investigation is Earth Venture or Decadal class. Since the last Earth Science and Applications Decadal Survey released in 2007, many new advanced technologies have emerged, in instrument, SmallSat flight systems, and launch service capabilities, enabling new mission architectures. These mission architectures may result in new thinking about how we achieve and collect science measurements, e.g., how to improve time-series measurements. We will describe how the JPL Formulation Office is structured to integrate methods, tools, and subject matter experts to span the mission concept development lifecycle, and assist Principal Investigators in maturing their mission ideas into realizable concepts.

Artist Concept of Mars 2020 Rover

NASA Image and Video Library

2013-07-09

Planning for NASA 2020 Mars rover envisions a basic structure that capitalizes on existing design and engineering, but with new science instruments selected through competition for accomplishing different science objectives.

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

NASA Astrophysics Data System (ADS)

Yeshion, Theodore Elliot

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

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,…

Students’ Conception on Heat and Temperature toward Science Process Skill

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

Artist Concept of Mars 2020 Rover, Annotated

NASA Image and Video Library

2013-07-09

Planning for NASA 2020 Mars rover envisions a basic structure that capitalizes on existing design and engineering, but with new science instruments selected through competition for accomplishing different science objectives.

The Acquisition of Selected Life-Science Concepts by Beginning Kindergarten Children From Three Different Community Settings.

ERIC Educational Resources Information Center

Riechard, Donald Edward

Physical, mental, and socio-cultural variables were associated with performance on the Life-Science Concept Acquisition Test (L-SCAT), developed by the investigator. The usefulness of the variables as predictors of performance on L-SCAT was also investigated. The L-SCAT was administered as a picture-stimulus structured interview to each of 51…

Teaching Concepts of Energy to Nigerian Children in the 7-11 Year-Old Age Range.

ERIC Educational Resources Information Center

Urevbu, Andrew O.

1984-01-01

Investigated level of concept attainment of selected energy concepts for possible inclusion in the Nigerian Primary Science Project. Subjects (N=450) were taught energy concepts at descriptive, comparative, and quantitative levels. Suggests the need to describe these levels for particular grades and match curriculum with students' thinking…

Mars 2020 Science Rover: Science Goals and Mission Concept

NASA Astrophysics Data System (ADS)

Mustard, John F.; Beaty, D.; Bass, D.

2013-10-01

The Mars 2020 Science Definition Team (SDT), chartered in January 2013 by NASA, formulated a spacecraft mission concept for a science-focused, highly mobile rover to explore and investigate in detail a site on Mars that likely was once habitable. The mission, based on the Mars Science Laboratory landing and rover systems, would address, within a cost- and time-constrained framework, four objectives: (A) Explore an astrobiologically relevant ancient environment on Mars to decipher its geological processes and history, including the assessment of past habitability; (B) Assess the biosignature preservation potential within the selected geological environment and search for potential biosignatures; (C) Demonstrate significant technical progress towards the future return of scientifically selected, well-documented samples to Earth; and (D) provide an opportunity for contributed instruments from Human Exploration or Space Technology Programs. The SDT addressed the four mission objectives and six additional charter-specified tasks independently while specifically looking for synergy among them. Objectives A and B are each ends unto themselves, while Objective A is also the means by which samples are selected for objective B, and together they motivate and inform Objective C. The SDT also found that Objective D goals are well aligned with A through C. Critically, Objectives A, B, and C as an ensemble brought the SDT to the conclusion that exploration oriented toward both astrobiology and the preparation of a returnable cache of scientifically selected, well documented surface samples is the only acceptable mission concept. Importantly the SDT concluded that the measurements needed to attain these objectives were essentially identical, consisting of six types of field measurements: 1) context imaging 2) context mineralogy, 3) fine-scale imaging, 4) fine-scale mineralogy, 5) fine-scale elemental chemistry, and 6) organic matter detection. The mission concept fully addresses the requirements specified by NASA in the SDT charter while also ensuring alignment with the recommendations of the National Academy of Sciences Decadal Survey for Planetary Exploration (Visions and Voyages, 2011).

Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas

NASA Astrophysics Data System (ADS)

Zeidler, Dana L.; Walker, Kimberly A.; Ackett, Wayne A.; Simmons, Michael L.

2002-05-01

The purpose of this study was to investigate the relationships between students' conceptions of the nature of science and their reactions to evidence that challenged their beliefs about socioscientific issues. This study involved 41 pairs of students representing critical cases of contrasting ethical viewpoints. These 82 students were identified from a larger sample of 248 students from 9th and 10th grade general science classes, 11th and 12th grade honors biology, honors science, and physics classes, and upper-level college preservice science education classes. Students responded to questions aimed at revealing their epistemological views of the nature of science and their belief convictions on a selected socioscientific issue. The smaller subset of students was selected based on varying degrees of belief convictions about the socioscientific issues and the selected students were then paired to discuss their reasoning related to the issue while being exposed to anomalous data and information from each other and in response to epistemological probes of an interviewer. Taxonomic categories of students' conceptions of the nature of science were derived from the researchers' analysis of student responses to interviews and questionnaires. In some instances, students' conceptions of the nature of science were reflected in their reasoning on a moral and ethical issue. This study stimulated students to reflect on their own beliefs and defend their opinions. The findings suggest that the reactions of students to anomalous socioscientific data are varied and complex, with notable differences in the reasoning processes of high school students compared to college students. A deeper understanding of how students reason about the moral and ethical context of controversial socioscientific issues will allow science educators to incorporate teaching strategies aimed at developing students' reasoning skills in these crucial areas.

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

NASA Astrophysics Data System (ADS)

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

2009-02-01

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

Biological Principles and Threshold Concepts for Understanding Natural Selection. Implications for Developing Visualizations as a Pedagogic Tool

NASA Astrophysics Data System (ADS)

Tibell, Lena A. E.; Harms, Ute

2017-11-01

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students' scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a two-dimensional framework for analyzing and structuring teaching of natural selection. The first—purely biological—dimension embraces the three main principles variation, heredity, and selection structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or non-perceptual concepts: randomness, probability, spatial scales, and temporal scales. We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life.

Social Factors in Health Care: An Evaluation of Selected Films and Videotapes.

ERIC Educational Resources Information Center

Hunt, Gerard J.; Mondell, Allen S.

Reviews of selected films and videotapes which illustrate the relationship between social factors and health care are presented in this catalog. Some 41 films were chosen for their proven ability to present social and behavioral science concepts to medical students and others involved in the health sciences. The films relate to two areas of health…

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

NASA Astrophysics Data System (ADS)

Belanger, Michel

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

The Next Generation of Science Standards: Implications for Biology Education

ERIC Educational Resources Information Center

Bybee, Rodger W.

2012-01-01

The release of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) provides the basis for the next generation of science standards. This article first describes that foundation for the life sciences; it then presents a draft standard for natural selection and evolution. Finally, there is a…

The Ganymede Interior Structure, and Magnetosphere Observer (GISMO) Mission Concept

NASA Technical Reports Server (NTRS)

Lynch, K. L.; Smith, I. B.; Singer, K. N.; Vogt, M. F.; Blackburn, D. G.; Chaffin, M.; Choukroun, M.; Ehsan, N.; DiBraccio, G. A.; Gibbons, L. J.;

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.

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…

BASIC Simulation Programs; Volumes I and II. Biology, Earth Science, Chemistry.

ERIC Educational Resources Information Center

Digital Equipment Corp., Maynard, MA.

Computer programs which teach concepts and processes related to biology, earth science, and chemistry are presented. The seven biology problems deal with aspects of genetics, evolution and natural selection, gametogenesis, enzymes, photosynthesis, and the transport of material across a membrane. Four earth science problems concern climates, the…

Career Activities in Science: Grades 7-12.

ERIC Educational Resources Information Center

Sleep, Gerald; And Others

The curriculum guide attempts to assemble select activities that represent skills related to careers in science. These learning activities are designed to give junior and senior high school students opportunities to explore concepts and processes in many science-related careers. The broad areas covered are biology, chemistry, physics, and earth…

Making Sense of Natural Selection

ERIC Educational Resources Information Center

Passmore, Cynthia; Coleman, Elizabeth; Horton, Jennifer; Parker, Heather

2013-01-01

At its core, science is about making sense of the world around us. Therefore, science education should engage students in that sense-making process. Helping students make sense of disciplinary core ideas and crosscutting concepts by engaging in scientific practices is the key innovation of the "Next Generation Science Standards"…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

A Study of the Effectiveness of Three Types of Visual Devices on the Achievement of Selected Theoretical Concepts by Elementary School Children.

ERIC Educational Resources Information Center

McIntyre, Patrick Joseph

The purpose of this study was to determine the relative effectiveness of three different types of visual devices in an instructional program designed to teach an understanding of selected theoretical science concepts to elementary school children. The visual devices were prepared using Bruner's three modes of representation (enactive, iconic, and…

Robotic Lunar Landers for Science and Exploration

NASA Technical Reports Server (NTRS)

Cohen, Barbara A.

2012-01-01

The MSFC/APL Robotic Lunar Landing Project (RLLDP) team has developed lander concepts encompassing a range of mission types and payloads for science, exploration, and technology demonstration missions: (1) Developed experience and expertise in lander systems, (2) incorporated lessons learned from previous efforts to improve the fidelity of mission concepts, analysis tools, and test beds Mature small and medium lander designs concepts have been developed: (1) Share largely a common design architecture. (2) Flexible for a large number of mission and payload options. High risk development areas have been successfully addressed Landers could be selected for a mission with much of the concept formulation phase work already complete

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…

Science: A Practical View. Volume I. Teacher Edition. Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the first in a series of three, provides the intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) ecology (what marine science…

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

ERIC Educational Resources Information Center

Kim, Hanna

2011-01-01

This study investigated the effectiveness of a guided inquiry integrated with technology, in terms of female middle-school students' attitudes toward science/scientists and content knowledge regarding selective science concepts (e.g., Greenhouse Effect, Air/Water Quality, Alternative Energy, and Human Health). Thirty-five female students who were…

Education for Sustainable Development in German Science Education: Past-Present-Future

ERIC Educational Resources Information Center

Bögeholz, Susanne; Böhm, Marko; Eggert, Sabina; Barkmann, Jan

2013-01-01

In this paper, we trace selected strands of the German path to Education for Sustainable Development (ESD). We start by addressing pre-ESD research, and move to the concept of "Gestaltungskompetenz," the core concept of German ESD. The concept had to be realigned as to become more compatible with international research on learning…

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…

Gravitational-wave Mission Study

NASA Technical Reports Server (NTRS)

Mcnamara, Paul; Jennrich, Oliver; Stebbins, Robin T.

2014-01-01

In November 2013, ESA selected the science theme, the "Gravitational Universe," for its third large mission opportunity, known as L3, under its Cosmic Vision Programme. The planned launch date is 2034. ESA is considering a 20% participation by an international partner, and NASA's Astrophysics Division has indicated an interest in participating. We have studied the design consequences of a NASA contribution, evaluated the science benefits and identified the technology requirements for hardware that could be delivered by NASA. The European community proposed a strawman mission concept, called eLISA, having two measurement arms, derived from the well studied LISA (Laser Interferometer Space Antenna) concept. The US community is promoting a mission concept known as SGO Mid (Space-based Gravitational-wave Observatory Mid-sized), a three arm LISA-like concept. If NASA were to partner with ESA, the eLISA concept could be transformed to SGO Mid by the addition of a third arm, augmenting science, reducing risk and reducing non-recurring engineering costs. The characteristics of the mission concepts and the relative science performance of eLISA, SGO Mid and LISA are described. Note that all results are based on models, methods and assumptions used in NASA studies

Janice VanCleave's the Human Body for Every Kid: Easy Activities That Make Learning Science Fun.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides fun experiments that teach known concepts about the human body. It is designed to teach facts, concepts, and problem-solving strategies. The scientific concepts presented can be applied to many similar situations, and the exercises and activities were selected for their ability to be explained in basic terms with little…

Improving Conceptual Understanding and Representation Skills Through Excel-Based Modeling

NASA Astrophysics Data System (ADS)

Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.

2018-02-01

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.

Creative Natural Selection

ERIC Educational Resources Information Center

Clary, Renee; Wandersee, James

2012-01-01

In the authors' science classrooms, students respond favorably and with more enthusiasm when they engage them with doing activities and building their own connections, as opposed to simply listening to or reading about the important concepts. Creative activities are important in science classrooms because creativity is not only an integral…

A Small Fission Power System for NASA Planetary Science Missions

NASA Technical Reports Server (NTRS)

Mason, Lee; Casani, John; Elliott, John; Fleurial, Jean-Pierre; MacPherson, Duncan; Nesmith, William; Houts, Michael; Bechtel, Ryan; Werner, James; Kapernick, Rick;

Lunar Team Report from a Planetary Design Workshop at ESTEC

NASA Astrophysics Data System (ADS)

Gray, A.; MacArthur, J.; Foing, B. H.

2014-04-01

On February 13, 2014, GeoVUsie, a student association for Earth science majors at Vrijie University (VU), Amsterdam, hosted a Planetary Sciences: Moon, Mars and More symposium. The symposium included a learning exercise the following day for a planetary design workshop at the European Space Research and Technology Centre (ESTEC) for 30 motivated students, the majority being from GeoVUsie with little previous experience of planetary science. Students were split into five teams and assigned pre-selected new science mission projects. A few scientific papers were given to use as reference just days before the workshop. Three hours were allocated to create a mission concept before presenting results to the other students and science advisors. The educational backgrounds varied from second year undergraduate students to masters' students from mostly local universities.The lunar team was told to design a mission to the lunar south pole, as this is a key destination agreed upon by the international lunar scientific community. This region has the potential to address many significant objectives for planetary science, as the South Pole-Aitken basin has preserved early solar system history and would help to understand impact events throughout the solar system as well as the origin and evolution of the Earth-Moon system, particularly if samples could be returned. This report shows the lunar team's mission concept and reasons for studying the origin of volatiles on the Moon as the primary science objective [1]. Amundsen crater was selected as the optimal landing site near the lunar south pole [2]. Other mission concepts such as RESOLVE [3], L-VRAP [4], ESA's lunar lander studies and Luna-27 were reviewed. A rover and drill were selected as being the most suitable architecture for the requirements of this mission. Recommendations for future student planetary design exercises were to continue events like this, ideally with more time, and also to invite a more diverse range of educational backgrounds, i.e., both engineering and science students/professionals.

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.

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.

Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

NASA Astrophysics Data System (ADS)

Mokshein, Siti Eshah

The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that can be changed. This includes Increasing students' awareness of the social Implications of science and improving students' self-concepts In science, strengthening evaluation systems, and finding ways to compensate for the lack of home educational resources among disadvantaged students. The study further suggests that emphasis be given to proper implementation of science experiments. Besides, the prominent effects of SES variables on the school mean achievement is something worthwhile to be further researched.

Gifted Students' Conceptions of Their High School STEM Education

ERIC Educational Resources Information Center

Mullet, Dianna R.; Kettler, Todd; Sabatini, AnneMarie

2018-01-01

This qualitative study was conducted to explore gifted students' conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students' retrospective accounts…

Evidence-Based and Best Practice Addiction Treatment Resources: A Primer for Librarians.

ERIC Educational Resources Information Center

Lacroix, Sheila I.

2002-01-01

Introduces concepts, such as evidence-based medicine and best practices, explores these concepts in terms of addiction treatment, discusses practice guidelines, offers suggestions to find and select science-based resources, and explores the librarian's or information specialist's role in the dissemination of this information. (LRW)

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)

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…

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…

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.

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.

Conceptual understandings of biology in pre-service science educators and undergraduate biology students at Colorado institutions of higher education

NASA Astrophysics Data System (ADS)

Smith, Trenton John

Pre-service secondary science individuals, future middle or high school instructors training to become teachers, along with both Honors and general first year undergraduate biology students were investigated to determine how they reason about and understand two core topics in Biology: matter and energy flow through biological systems and evolution by natural selection. Diagnostic Question Clusters were used to assess student understanding of the processes by which matter and energy flow through biological systems over spatial scales, from the atomic-molecular to ecosystem levels. Key concepts and identified misconceptions were examined over topics of evolution by natural selection using the multiple-choice Concept Inventory of Natural Selection (CINS) and open-response Assessing COntextual Reasoning about Natural Selection (ACORNS). Pre-service teachers used more scientifically based reasoning than the undergraduate students over the topics of matter and energy flow. The Honors students used more scientific and less improper informal reasoning than the general undergraduates over matter and energy flow. Honors students performed best on both the CINS and ACORNS items over natural selection, while the general undergraduates scored the lowest on the CINS, and the pre-service instructors scored lowest on the ACORNS. Overall, there remain a large proportion of students not consistently using scientific reasoning about these two important concepts, even in future secondary science teachers. My findings are similar to those of other published studies using the same assessments. In general, very few biology students at the college level use scientific reasoning that exhibits deep conceptual understanding. A reason for this could be that instructors fail to recognize deficiencies in student reasoning; they assume their students use principle-based reasoning. Another reason could be that principle-based reasoning is very difficult and our teaching approaches in college promote memorization of content rather than conceptual change. My findings are significant to the work and progression of concept inventories in biology education, as well as to the instructors of students at all levels of biology curriculum, and those of future science teachers.

Science Teachers' Thinking About the Nature of Science: A New Methodological Approach to Its Assessment

NASA Astrophysics Data System (ADS)

Vázquez-Alonso, Ángel; García-Carmona, Antonio; Manassero-Mas, María Antonia; Bennàssar-Roig, Antoni

2013-04-01

This paper describes Spanish science teachers' thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.

Program on Public Conceptions of Science, Newsletter 10.

ERIC Educational Resources Information Center

Blanpied, William A., Ed.; Shelanski, Vivien, Ed.

This newsletter is divided into six sections: an introduction; general news items and communications from readers; news items and communications more specifically in the ethical and human values areas; an annotated, selective checklist of imaginative literature concerning the relationship between science, technology and human values; and a general…

Operationalist Fallacies in Biology

NASA Astrophysics Data System (ADS)

Mahner, Martin

This paper examines - from a realist perspective - the influence of phenomenalism and its offshoot, operationalism, on concept formation in biology, as well as its implications for science education. To this end, the basic tenets of phenomenalism, versus those of realism, are expounded. The influence of phenomenalism and operationalism on current biology is criticized for leading to the confusion of cause with symptom - a mistake known as the operationalist fallacy. This fallacy consists in accepting pseudodefinitions, i.e., the so-called operational definitions such as An acid is a substance that turns litmus paper red, and pseudoexplanations such as The weather got worse because the barometer reading dropped. Many instances of this confusion can be found in science. This analysis, however, focuses on biology; it starts with more or less blatant examples, such as behaviorism and the concepts of genotype and homology, turning then to much less obvious examples, such as the definition of selection in terms of differential reproduction, the concept of a species as a reproductive community, the concept of isolating mechanisms, and thus the relational concept of biospecies. While it is maintained that operationalist fallacies are always to be avoided in science, it is discussed whether at least some of them are permissible in science education.

Teaching concepts of energy to nigerian children in the 7-11 year-old age range

NASA Astrophysics Data System (ADS)

Urevbu, Andrew O.

This study investigated the level of concept attainment of selected energy concepts for possible inclusion in the Nigerian (Bendel State) Primary Science Project (BPSP). Using an experimental design suggested by Solomon (1949), subjects were taught energy concepts at three levels - descriptive, comparative and quantitative. Results showed that levels of concept comprehension were hierarchical with a signficant decrease in achievement from descriptive to comparative and quantitative concepts. The results of this study suggest the need to describe levels of concept for particular grades in the elementary school curriculum and to match curriculum with thinking strategies of children.

Lower-Cost, Relocatable Lunar Polar Lander and Lunar Surface Sample Return Probes

NASA Technical Reports Server (NTRS)

Amato, G. Michael; Garvin, James B.; Burt, I. Joseph; Karpati, Gabe

2011-01-01

Key science and exploration objectives of lunar robotic precursor missions can be achieved with the Lunar Explorer (LEx) low-cost, robotic surface mission concept described herein. Selected elements of the LEx concept can also be used to create a lunar surface sample return mission that we have called Boomerang

La ciencia en la vida actual. Volumen I. Edicion para el maestro (Science in Everyday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the first in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) ecology (what…

La ciencia en la vida actual. Volumen II. Edicion para el maestro (Science in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the second in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. This guide is divided into three components. The first component…

La ciencia en la vida actual. Volumen III. Edicion para el maestro (Science in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

This guide, the third in a series of three, provides the Spanish-speaking intermediate science student and teacher an opportunity to review selected science concepts and processes through activities which emphasize the applicability of scientific knowledge in the professional world. The three components in this guide deal with (1) the scientific…

Treatment of Selected Concepts of Organic Evolution and the History of Life on Earth in Three Series of High School Earth Science Textbooks, 1960-1989.

ERIC Educational Resources Information Center

Glenn, William H.

1990-01-01

Examined is the extent to which trends found in high school biology textbooks are also found in earth science texts. Procedures, book lists, and summaries are presented. It is recommended that more emphasis be placed on the theory of evolution in future editions of earth science textbooks. (CW)

The New Millenium Program: Serving Earth and Space Sciences

NASA Technical Reports Server (NTRS)

Li, Fuk K.

2000-01-01

NASA has exciting plans for space science and Earth observations during the next decade. A broad range of advanced spacecraft and measurement technologies will be needed to support these plans within the existing budget and schedule constraints. Many of these technology needs are common to both NASA's Office of Earth Science (OES) and Office of Space Sciences (OSS). Even though some breakthrough technologies have been identified to address these needs, project managers have traditionally been reluctant to incorporate them into flight programs because their inherent development risk. To accelerate the infusion of new technologies into its OES and OSS missions, NASA established the New Millennium Program (NMP). This program analyzes the capability needs of these enterprises, identifies candidate technologies to address these needs, incorporates advanced technology suites into validation flights, validates them in the relevant space environment, and then proactively infuses the validated technologies into future missions to enhance their capabilities while reducing their life cycle cost. The NMP employs a cross-enterprise Science Working Group, the NASA Enterprise science and technology roadmaps to define the capabilities needed by future Earth and Space science missions. Additional input from the science community is gathered through open workshops and peer-reviewed NASA Research Announcement (NRAs) for advanced measurement concepts. Technology development inputs from the technology organizations within NASA, other government agencies, federally funded research and development centers (FFRDC's), U.S. industry, and academia are sought to identify breakthrough technologies that might address these needs. This approach significantly extends NASA's technology infrastructure. To complement other flight test programs that develop or validate of individual components, the NMP places its highest priority on system-level validations of technology suites in the relevant space environment. This approach is not needed for all technologies, but it is usually essential to validate advanced system architectures or new measurement concepts. The NMP has recently revised its processes for defining candidate validation flights, and selecting technologies for these flights. The NMP now employs integrated project formulation teams, 'Which include scientists, technologists, and mission planners, to incorporate technology suites into candidate validation flights. These teams develop competing concepts, which can be rigorously evaluated prior to selection for flight. The technology providers for each concept are selected through an open, competitive, process during the project formulation phase. If their concept is selected for flight, they are incorporated into the Project Implementation Team, which develops, integrates, tests, launches, and operates the technology validation flight. Throughout the project implementation phase, the Implementation Team will document and disseminate their validation results to facilitate the infusion of their validated technologies into future OSS and OES science missions. The NMP has successfully launched its first two Deep Space flights for the OSS, and is currently implementing its first two Earth Orbiting flights for the OES. The next OSS and OES flights are currently being defined. Even though these flights are focused on specific Space Science and Earth Science themes, they are designed to validate a range of technologies that could benefit both enterprises, including advanced propulsion, communications, autonomous operations and navigation, multifunctional structures, microelectronics, and advanced instruments. Specific examples of these technologies will be provided in our presentation. The processes developed by the NMP also provide benefits across the Space and Earth Science enterprises. In particular, the extensive, nation-wide technology infrastructure developed by the NMP enhances the access to breakthrough technologies for both enterprises.

Using David Lack's Observations of Finch Beak Size to Teach Natural Selection & the Nature of Science

ERIC Educational Resources Information Center

Bierema, Andrea M.-K.; Rudge, David W.

2014-01-01

One of the key aspects of natural selection is competition, yet the concept of competition is not necessarily emphasized in explanations of natural selection. Because of this, we developed an activity for our class that focuses on competition and provides an example of the effects of competition on natural selection. This hands-on activity models…

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study.

PubMed

Nuhfer, Edward B; Cogan, Christopher B; Kloock, Carl; Wood, Gregory G; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W

2016-03-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science's way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions' higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders.

Misconceptions of Selected Science Concepts Held by Elementary School Students

ERIC Educational Resources Information Center

Doran, Rodney L.

1972-01-01

Describes a test, administered as a motion picture, designed to measure misconceptions about the particle model of matter held by students in grades two through six. Reliability values for tests of eight misconceptions are given and the correlations of misconception scores with measures of IQ, reading, mathematics, and science ability reported.…

Using a Chart-table Medium to Focus Students' Attention on Science Concepts.

ERIC Educational Resources Information Center

Holliday, William G.; Benson, Garth D.

A study is presented which utilizes a selective attention model to investigate the learning effects of different questioning strategies under four experimental conditions using a non-prose medium (science textbook chart) containing information of varying established difficulty. A 14-row, 4-column chart describing 14 vitamins was used to present…

The Effect of Contrasting Analogies on Understanding of and Reasoning about Natural Selection

ERIC Educational Resources Information Center

Sota, Melinda

2012-01-01

Analogies play significant roles in communication as well as in problem solving and model building in science domains. Analogies have also been incorporated into several different instructional strategies--most notably in science domains where the concepts and principles to be learned are abstract or complex. Although several instructional models…

Spallation Neutron Source Second Target Station Integrated Systems Update

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

Ankner, John Francis; An, Ke; Blokland, Willem

The Spallation Neutron Source (SNS) was designed from the beginning to accommodate both an accelerator upgrade to increase the proton power and a second target station (STS). Four workshops were organized in 2013 and 2014 to identify key science areas and challenges where neutrons will play a vital role [1-4]. Participants concluded that the addition of STS to the existing ORNL neutron sources was needed to complement the strengths of High Flux Isotope Reactor (HFIR) and the SNS first target station (FTS). To address the capability gaps identified in the workshops, a study was undertaken to identify instrument concepts thatmore » could provide the required new science capabilities. The study outlined 22 instrument concepts and presented an initial science case for STS [5]. These instrument concepts formed the basis of a planning suite of instruments whose requirements determined an initial site layout and moderator selection. An STS Technical Design Report (TDR) documented the STS concept based on those choices [6]. Since issue of the TDR, the STS concept has significantly matured as described in this document.« less

Analysis of heliographic missions complementary to ISPM. [International Solar Polar Mission

NASA Technical Reports Server (NTRS)

Driver, J. M.

1984-01-01

Five concepts were formulated, analyzed, and compared for satisfying heliographic science mission objectives both with and without a concurrent International Solar Polar Mission (ISPM) Spacecraft. Key astrodynamic constraints and performance factors are known from literature for the Lagrange point mission and the sun-synchronous earth orbit mission, but are set forth in this paper for the three solar orbiting missions concepts considered. Any of these five missions should be doable at modest cost since no strong cost drivers were encountered in the analyses. The mission to be flown depends on mission capability to meet science measurement needs more than on strong economic factors. Each mission offers special advantages for particular measurement emphasis. Based on selected qualitative mission discriminators, an overall 'best mission' was selected and described in some detail.

NASA Planetary Science Summer School: Preparing the Next Generation of Planetary Mission Leaders

NASA Astrophysics Data System (ADS)

Lowes, L. L.; Budney, C. J.; Sohus, A.; Wheeler, T.; Urban, A.; NASA Planetary Science Summer School Team

2011-12-01

Sponsored by NASA's Planetary Science Division, and managed by the Jet Propulsion Laboratory, the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. Participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. For this professional development opportunity, applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, and doctoral students, and faculty teaching such students. Disciplines include planetary science, geoscience, geophysics, environmental science, aerospace engineering, mechanical engineering, and materials science. Participants are selected through a competitive review process, with selections based on the strength of the application and advisor's recommendation letter. Under the mentorship of a lead engineer (Dr. Charles Budney), students select, design, and develop a mission concept in response to the NASA New Frontiers Announcement of Opportunity. They develop their mission in the JPL Advanced Projects Design Team (Team X) environment, which is a cross-functional multidisciplinary team of professional engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. About 36 students participate each year, divided into two summer sessions. In advance of an intensive week-long session in the Project Design Center at JPL, students select the mission and science goals during a series of six weekly WebEx/telecons, and develop a preliminary suite of instrumentation and a science traceability matrix. Students assume both a science team and a mission development role with JPL Team X mentors. Once at JPL, students participate in a series of Team X project design sessions, during which their mentors aid them in finalizing their mission design and instrument suite, and in making the necessary trade-offs to stay within the cost cap. Tours of JPL facilities highlight the end-to-end life cycle of a mission. At week's end, students present their Concept Study to a "proposal review board" of JPL scientists and engineers and NASA Headquarters executives, who feed back the strengths and weaknesses of their proposal and mission design. A survey of Planetary Science Summer School alumni administered in summer of 2011 provides information on the program's impact on students' career choices and leadership roles as they pursue their employment in planetary science and related fields. Preliminary results will be discussed during the session. Almost a third of the approximately 450 Planetary Science Summer School alumni from the last 10 years of the program are currently employed by NASA or JPL. The Planetary Science Summer School is implemented by the JPL Education Office in partnership with JPL's Team X Project Design Center.

Influences of Teleological and Lamarckian Thinking on Student Understanding of Natural Selection

ERIC Educational Resources Information Center

Stover, Shawn K.; Mabry, Michelle L.

2007-01-01

Previous research has demonstrated creationist, Lamarckian, and teleological reasoning in high school and college students. These lines of thinking conflict with the Darwinian notion of natural selection, which serves as the primary catalyst for biological evolution. The current study assessed evolutionary conceptions in non-science majors,…

The concept verification testing of materials science payloads

NASA Technical Reports Server (NTRS)

Griner, C. S.; Johnston, M. H.; Whitaker, A.

1976-01-01

The concept Verification Testing (CVT) project at the Marshall Space Flight Center, Alabama, is a developmental activity that supports Shuttle Payload Projects such as Spacelab. It provides an operational 1-g environment for testing NASA and other agency experiment and support systems concepts that may be used in shuttle. A dedicated Materials Science Payload was tested in the General Purpose Laboratory to assess the requirements of a space processing payload on a Spacelab type facility. Physical and functional integration of the experiments into the facility was studied, and the impact of the experiments on the facility (and vice versa) was evaluated. A follow-up test designated CVT Test IVA was also held. The purpose of this test was to repeat Test IV experiments with a crew composed of selected and trained scientists. These personnel were not required to have prior knowledge of the materials science disciplines, but were required to have a basic knowledge of science and the scientific method.

Geographies of American Popular Music: Introducing Students to Basic Geographic Concepts

ERIC Educational Resources Information Center

McClain, Stephen S.

2010-01-01

Popular music can be used to study many subjects and issues related to the social sciences. "Geographies of American Popular Music" was a workshop that not only examined the history and development of select genres of American music, it also introduced students to basic geographic concepts such as the culture hearth and spatial diffusion. Through…

Expected SOFIA sensitivity, characteristics, US science instrument complement and operations concept.

NASA Astrophysics Data System (ADS)

Becklin, E. E.; Davidson, J. A.

The joint US and German SOFIA project to develop and operate a 2.5 meter infrared airborne telescope in a Boeing 747-SP began earlier this year. Universities Space Research Association (USRA), teamed with Raytheon E-Systems and United Airlines, was selected by NASA to develop and operate SOFIA. The 2.5 meter telescope will be designed and built by a consortium of German companies lead by MAN-GHH. Work on the aircraft and the primary mirror has started. First science flights will begin in 2001 with 20% of the observing time assigned to German investigators. The observatory is expected to operate for over 20 years. The sensitivity, characteristics, US science instrument complement, and operations concept for the SOFIA observatory, with an emphasis on the science community's participation, are discussed.

NASA Planetary Science Summer School: Preparing the Next Generation of Planetary Mission Leaders

NASA Astrophysics Data System (ADS)

Budney, C. J.; Lowes, L. L.; Sohus, A.; Wheeler, T.; Wessen, A.; Scalice, D.

2010-12-01

Sponsored by NASA’s Planetary Science Division, and managed by the Jet Propulsion Laboratory, the Planetary Science Summer School prepares the next generation of engineers and scientists to participate in future solar system exploration missions. Participants learn the mission life cycle, roles of scientists and engineers in a mission environment, mission design interconnectedness and trade-offs, and the importance of teamwork. For this professional development opportunity, applicants are sought who have a strong interest and experience in careers in planetary exploration, and who are science and engineering post-docs, recent PhDs, and doctoral students, and faculty teaching such students. Disciplines include planetary science, geoscience, geophysics, environmental science, aerospace engineering, mechanical engineering, and materials science. Participants are selected through a competitive review process, with selections based on the strength of the application and advisor’s recommendation letter. Under the mentorship of a lead engineer (Dr. Charles Budney), students select, design, and develop a mission concept in response to the NASA New Frontiers Announcement of Opportunity. They develop their mission in the JPL Advanced Projects Design Team (Team X) environment, which is a cross-functional multidisciplinary team of professional engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. About 36 students participate each year, divided into two summer sessions. In advance of an intensive week-long session in the Project Design Center at JPL, students select the mission and science goals during a series of six weekly WebEx/telecons, and develop a preliminary suite of instrumentation and a science traceability matrix. Students assume both a science team and a mission development role with JPL Team X mentors. Once at JPL, students participate in a series of Team X project design sessions, during which their mentors aid them in finalizing their mission design and instrument suite, and in making the necessary trade-offs to stay within the cost cap. Tours of JPL facilities highlight the end-to-end life cycle of a mission. At week’s end, students present their Concept Study to a “proposal review board” of JPL scientists and engineers and NASA Headquarters executives, who feed back the strengths and weaknesses of their proposal and mission design. The majority of students come from top US universities with planetary science or engineering programs, such as Brown University, MIT, Georgia Tech, University of Colorado, Caltech, Stanford, University of Arizona, UCLA, and University of Michigan. Almost a third of Planetary Science Summer School alumni from the last 10 years of the program are currently employed by NASA or JPL. The Planetary Science Summer School is implemented by the JPL Education Office in partnership with JPL’s Team X Project Design Center.

Using a Concept Inventory to Assess the Reasoning Component of Citizen-Level Science Literacy: Results from a 17,000-Student Study†

PubMed Central

Nuhfer, Edward B.; Cogan, Christopher B.; Kloock, Carl; Wood, Gregory G.; Goodman, Anya; Delgado, Natalie Zayas; Wheeler, Christopher W.

2016-01-01

After articulating 12 concepts for the reasoning component of citizen-level science literacy and restating these as assessable student learning outcomes (SLOs), we developed a valid and reliable assessment instrument for addressing the outcomes with a brief 25-item science literacy concept inventory (SLCI). In this paper, we report the results that we obtained from assessing the citizen-level science literacy of 17,382 undergraduate students, 149 graduate students, and 181 professors. We address only findings at or above the 99.9% confidence level. We found that general education (GE) science courses do not significantly advance understanding of science as a way of knowing. However, the understanding of science’s way of knowing does increase through academic ranks, indicating that the extended overall academic experience better accounts for increasing such thinking capacity than do science courses alone. Higher mean institutional SLCI scores correlate closely with increased institutional selectivity, as measured by the institutions’ higher mean SAT and ACT scores. Socioeconomic factors of a) first-generation student, b) English as a native language, and c) interest in commitment to a science major are unequally distributed across ethnic groups. These factors proved powerful in accounting for the variations in SLCI scores across ethnicities and genders. PMID:27047612

Development of a NASA 2018 Mars Landed Mission Concept

NASA Technical Reports Server (NTRS)

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

2010-01-01

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

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

NASA Astrophysics Data System (ADS)

Ward, Peggy

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

Primary Teachers' Beliefs about Scientific Creativity in the Classroom Context

ERIC Educational Resources Information Center

Liu, Shu-Chiu; Lin, Huann-shyang

2014-01-01

While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3-6; student ages 8-12) science teachers…

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.

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…

Assessing Learning Progression of Energy Concepts across Middle School Grades: The Knowledge Integration Perspective

ERIC Educational Resources Information Center

Lee, Hee-Sun; Liu, Ou Lydia

2010-01-01

We use a construct-based assessment approach to measure learning progression of energy concepts across physical, life, and earth science contexts in middle school grades. We model the knowledge integration construct in six levels in terms of the numbers of ideas and links used in student-generated explanations. For this study, we selected 10 items…

From Oedipus to PACE, using the concepts of shame and guilt as golden thread.

PubMed

Beckmann, Klaus Martin

2016-02-01

To demonstrate that antiquity's concepts of shame and guilt developed in their meaning over the centuries and can still have practical applicability in psychological therapies these days. To review shame and guilt in philosophy, history, ethics and psychiatry contexts. Within limitations, a narrative is presented, starting with Oedipus in antiquity, visiting several important philosophical theories and ending in the present time with, for example, Dan Hughes' PACE model for therapy. The first part expands on selected ideas presented in Melvyn Bragg's 2007 BBC radio programme entitled 'Guilt'; the second part adds selected therapeutic models where concepts of shame and guilt play a role. Shame and guilt are archaic but quintessential concepts that already occupied thinkers in antiquity. Shame and guilt are concepts that preoccupied science and art over the millennia and continue as useful concepts to the present day. Moreover, shame and guilt, as concepts, continue to play a salient role in recent and contemporary psychiatry. © The Royal Australian and New Zealand College of Psychiatrists 2015.

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.

A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

NASA Astrophysics Data System (ADS)

Johnston, Adam Thomas

This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that conceptual change theory must continue to look at the nature and importance of learners' conceptual ecologies and that the learning of NOS concepts cannot be viewed as purely rational constructions.

Living in interesting times: Selected implications of landscape ecology for conservation science

Treesearch

John Shultis

2007-01-01

The phrase ‘May you live in interesting times’ links well with the sub-discipline of landscape ecology. Recent research in landscape ecology and associated disciplines (for example, conservation biology) provides significant challenges to the traditional conceptions of wilderness and conservation science, and may in part reflect upon our view of contemporary society as...

Biological Principles and Threshold Concepts for Understanding Natural Selection: Implications for Developing Visualizations as a Pedagogic Tool

ERIC Educational Resources Information Center

Tibell, Lena A. E.; Harms, Ute

2017-01-01

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In…

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.

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…

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.

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

Trajectory Options for a Potential Mars Mission Combining Orbiting Science, Relay and a Sample Return Rendezvous Demonstration

NASA Technical Reports Server (NTRS)

Guinn, Joseph R.; Kerridge, Stuart J.; Wilson, Roby S.

2012-01-01

Mars sample return is a major scientific goal of the 2011 US National Research Council Decadal Survey for Planetary Science. Toward achievement of this goal, recent architecture studies have focused on several mission concept options for the 2018/2020 Mars launch opportunities. Mars orbiters play multiple roles in these architectures such as: relay, landing site identification/selection/certification, collection of on-going or new measurements to fill knowledge gaps, and in-orbit collection and transportation of samples from Mars to Earth. This paper reviews orbiter concepts that combine these roles and describes a novel family of relay orbits optimized for surface operations support. Additionally, these roles provide an intersection of objectives for long term NASA science, human exploration, technology development and international collaboration.

Do Professors Really Perpetuate the Gender Gap in Science? Evidence from a Natural Experiment in a French Higher Education Institution. CEE DP 138

ERIC Educational Resources Information Center

Breda, Thomas; Ly, Son Thierry

2012-01-01

Stereotypes, role models played by teachers and social norms influence girls' academic self-concept and push girls to choose humanities rather than science. Do recruiters reinforce this strong selection by discriminating more against girls in more scientific subjects? Using the entrance exam of a French higher education institution (the Ecole…

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.

Conceptual Design of a Vertical Takeoff and Landing Unmanned Aerial Vehicle with 24-HR Endurance

NASA Technical Reports Server (NTRS)

Fredericks, William J.

2010-01-01

This paper describes a conceptual design study for a vertical takeoff and landing (VTOL) unmanned aerial vehicle (UAV) that is able to carry a 25-lb science payload for 24 hr and is able to land and take off at elevations as high as 15,000 ft without human intervention. In addition to the science payload, this vehicle must be able to carry a satellite communication system, and the vehicle must be able to be transported in a standard full-size pickup truck and assembled by only two operators. This project started with a brainstorming phase to devise possible vehicle configurations that might satisfy the requirements. A down select was performed to select a near-term solution and two advanced vehicle concepts that are better suited to the intent of the mission. Sensitivity analyses were also performed on the requirements and the technology levels to obtain a better understanding of the design space. This study found that within the study assumptions the mission is feasible; the selected concepts are recommended for further development.

K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career

NASA Astrophysics Data System (ADS)

Slattery, W.; Antonucci, C.; Myers, R. J.

2013-12-01

The National Science Foundation funded project K-12 Students, Teachers, Parents, Administrators and Higher Education Faculty: Partners Helping Rural Disadvantaged Students Stay on the Pathway to a Geoscience Career is a research-based proof of concept track 1 pilot project that tests the effectiveness of an innovative model for simultaneous K-12 teacher professional development, student learning and workforce development. The project builds a network of science experiences designed to keep eighth and ninth grade students from the Ripley, Union, Lewis, Huntington (RULH) Ohio school district on the path to a geoscience career. During each summer of the ongoing two-year project teams of RULH students, parents, teachers, administrators and college faculty traveled to the facilities of the New Jersey Sea Grant Consortium at Sandy Hook, New Jersey to study science from an Earth system perspective. Teachers had the opportunity to engage in professional development alongside their students. Parents participated in the science activities alongside their children. Administrators interacted with students, parents and their teachers and saw them all learning science in an engaging, collaborative setting. During the first academic year of the project professional development was provided to RULH teachers by a team of university scientists and geoscience educators from the Earth System Science Education Alliance (ESSEA), a National Science Foundation funded project. Teachers selected for professional development were from science disciplines, mathematics, language arts and civics. The teachers selected, taught and assessed ESSEA Earth system science modules to all eighth and ninth grade students, not just those that were selected to go on the summer trips to New Jersey. In addition, all ninth grade RULH students had the opportunity to take a course that includes Earth system science concepts that will earn them both high school and college science credits. Professional development will continue through the 2013-2014 academic year. Formative assessment of the ongoing project indicates that students, teachers, parents and school administrators rank their experiences highly and that students are motivated to continue on the path to geoscience careers.

Using News Media Databases (LexisNexis) To Identify Relevant Topics For Introductory Earth Science Classes

NASA Astrophysics Data System (ADS)

Cervato, C.; Jach, J. Y.; Ridky, R.

2003-12-01

Introductory Earth science courses are undergoing pedagogical changes in universities across the country and are focusing more than ever on the non-science majors. Increasing enrollment of non-science majors in these introductory Earth science courses demands a new look at what is being taught and how the content can be objectively chosen. Assessing the content and effectiveness of these courses requires a quantitative investigation of introductory Earth science topics and their relevance to current issues and concerns. Relevance of Earth science topics can be linked to improved students' attitude toward science and a deeper understanding of concepts. We have used the Internet based national news search-engine LexisNexis Academic Universe (http://www.lexisnexis.org/) to select the occurrence of Earth science terms over the last 12 months, five and ten years both regionally and nationally. This database of term occurrences is being used to examine how Earth sciences have evolved in the news through the last 10 years and is also compared with textbook contents and course syllabi from randomly selected introductory earth science courses across the nation. These data constitute the quantitative foundation for this study and are being used to evaluate the relevance of introductory earth science course content. The relevance of introductory course content and current real-world issues to student attitudes is a crucial factor when considering changes in course curricula and pedagogy. We have examined students' conception of the nature of science and attitudes towards science and learning science using a Likert-scale assessment instrument in the fall 2002 Geology 100 classes at Iowa State University. A pre-test and post-test were administered to see if the students' attitudes changed during the semester using as reference a control group comprised of geoscience undergraduate and graduate students, and faculty. The results of the attitude survey have been analyzed in terms of student demographics and socioeconomic variables (e.g., year in school, gender).

Dirt Cheap and All Around Us.

ERIC Educational Resources Information Center

Nelson, Donald J.

1985-01-01

Presents a variety of outdoor and classroom activities in which soil is used to teach environmental concepts and to provide students with science process skills practice. Areas considered include: site selection and description; compaction; infiltration rate; temperature; components; water content; and microorganisms. (DH)

Something's Fishy in Paxton Lake: A Case on Speciation in Sticklebacks.

ERIC Educational Resources Information Center

Sharp, Joan

2002-01-01

Introduces a case study on speciation and evolutionary mechanisms. Teaches science process skills as well as natural selection, biological species concepts, basic genetic terminology, and classification. Includes teaching notes and classroom management strategies. (Contains 14 references.) (YDS)

The Bobath concept in contemporary clinical practice.

PubMed

Graham, Julie Vaughan; Eustace, Catherine; Brock, Kim; Swain, Elizabeth; Irwin-Carruthers, Sheena

2009-01-01

Future development in neurorehabilitation depends upon bringing together the endeavors of basic science and clinical practice. The Bobath concept is widely utilized in rehabilitation following stroke and other neurological conditions. This concept was first developed in the 1950s, based on the neuroscience knowledge of those times. The theoretical basis of the Bobath concept is redefined based on contemporary neuroscience and rehabilitation science. The framework utilized in the Bobath concept for the analysis of movement and movement dysfunction is described. This framework focuses on postural control for task performance, the ability to move selectively, the ability to produce coordinated sequences of movement and vary movement patterns to fit a task, and the role of sensory input in motor behaviour and learning. The article describes aspects of clinical practice that differentiate this approach from other models of practice. Contemporary practice in the Bobath concept utilizes a problem-solving approach to the individual's clinical presentation and personal goals. Treatment is focused toward remediation, where possible, and guiding the individual towards efficient movement strategies for task performance. The aim of this article is to provide a theoretical framework on which future research into the Bobath concept can be based.

Modeling selected emulsions and double emulsions as memristive systems.

PubMed

Spasic, Aleksandar M; Jovanovic, Jovan M; Jovanovic, Mica

2012-06-15

The recent development in basic and applied science and engineering of finely dispersed systems is presented in general, but more attention has been paid to the liquid-liquid finely dispersed systems or to the particular emulsions and double emulsions. The selected systems for theoretical and experimental research were emulsions and double emulsions that appeared in the pilot plant for extraction of uranium from wet phosphoric acid. The objective of this research was to try to provide a new or different approach to elaborate the complex phenomena that occur at developed liquid-liquid interfaces. New concepts were introduced, the first is a concept of an entity, and the corresponding classification of finely dispersed systems and the second concept consider the introduction of an almost forgotten basic electrodynamics element memristor, and the corresponding memristive systems. Based on these concepts a theory of electroviscoelasticity was proposed and experimentally corroborated using the selected representative liquid-liquid system. Also, it is shown that the droplet, and/or droplet-film structure, that is, selected emulsion and/or double emulsion may be considered as the particular example of memristive systems. Copyright © 2012 Elsevier B.V. All rights reserved.

The Effects of a Summer Inservice Program on Secondary Science Teachers' Stages of Concerns, Attitudes, and Knowledge of Selected STS Concepts and Its Impact on Students' Knowledge.

ERIC Educational Resources Information Center

Zielinski, Edward J.; Bernardo, John A.

This investigation was conducted to determine the effects of a 10-day summer workshop using the Concerns Based Adoption Model concerning science technology and society (STS) topics and methods of classroom implementation on the knowledge, attitudes, and stages of concerns of the participating secondary inservice teachers, as well as student…

World views: Their nature and function in the biology classroom

NASA Astrophysics Data System (ADS)

Armstrong, Kerri Lynn

There has been sufficient research in the area of conceptual change that indicates that students' conceptions or alternative theories are much more resistant to change than was previously thought. The work of cultural anthropologists and, more recently science educators, points to the role of individual world views in the learning of science concepts. A world view is one's fundamental assumptions and presuppositions concerning perceptions of reality. The purpose of this ethnographic investigation was to shed light on the dynamic interaction of individual world views within the college biology classroom in relation to understanding key biological concepts in genetics, evolution and natural selection, and ecology and ecological relationships. The subjects for this study were 22 students enrolled in an introductory level non-majors biology class at the Community College of Philadelphia. Ten of these students participated in the interviews reported here. The outcomes of this investigation revealed that students do not view themselves as part of science or nature. The investigation also uncovered students' views of the self, nonself, relationship and causality that affect their learning and apprehension of key biological concepts. This investigation provides further demonstration of the influence of world views and the interplay of those views with the notion of scientific literacy.

The Right "Fit": Exploring Science Teacher Candidates' Approaches to Natural Selection Within a Clinical Simulation

NASA Astrophysics Data System (ADS)

Dotger, Benjamin; Dotger, Sharon; Masingila, Joanna; Rozelle, Jeffrey; Bearkland, Mary; Binnert, Ashley

2018-06-01

Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students' understanding of "survival of the fittest" and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs' instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning.

The Right "Fit": Exploring Science Teacher Candidates' Approaches to Natural Selection Within a Clinical Simulation

NASA Astrophysics Data System (ADS)

Dotger, Benjamin; Dotger, Sharon; Masingila, Joanna; Rozelle, Jeffrey; Bearkland, Mary; Binnert, Ashley

2017-04-01

Teachers and students struggle with the complexities surrounding the evolution of species and the process of natural selection. This article examines how science teacher candidates (STCs) engage in a clinical simulation that foregrounds two common challenges associated with natural selection—students' understanding of "survival of the fittest" and the variation of species over time. We outline the medical education pedagogy of clinical simulations and its recent diffusion to teacher education. Then, we outline the study that situates each STC in a one-to-one interaction with a standardized student who is struggling to accurately interpret natural selection concepts. In simulation with the standardized student, each STC is challenged to recognize content misconceptions and respond with appropriate instructional strategies and accurate explanations. Findings and implications center on the STCs' instructional practices in the simulation and the use of clinical learning environments to foster science teacher learning.

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.

Physical Test Validation for Job Selection. Chapter 5

DTIC Science & Technology

2000-09-21

Borgs perceived exertion andlpain scaling method. Champaign: Human Kinetics . 17. Brooks, G., & Fahey, T (1984). Exercise physiology: Human bioenergetics...Eds.), Measurement concepts in physical education and exercise science. Champaign: Human Kinetics . 44. Jackson, A. S., Blair, S. N., Mahar, M. T...Chapter 5: Physical Test Evaluation for Job Selection 94. Wilmore, J. H., & Costill, D. L. (1994). Physiology of sport and exercise. Champaign, IL: Human

Concept Analysis and the Advance of Nursing Knowledge: State of the Science.

PubMed

Rodgers, Beth L; Jacelon, Cynthia S; Knafl, Kathleen A

2018-04-24

Despite an overwhelming increase in the number of concept analyses published since the early 1970s, there are significant limitations to the impact of this work in promoting progress in nursing science. We conducted an extensive review of concept analyses published between 1972 and 2017 to identify patterns in analysis and followed this with exploration of an exemplar related to the concept of normalization to demonstrate the capabilities of analysis for promoting concept development and progress. Scoping review of peer-reviewed literature published in the Cumulative Index to Nursing and Allied Health Literature (CINAHL) in which the terms "concept analysis," "concept clarification," and "concept derivation" appeared in any part of the reference. The original search returned 3,489 articles. This initial pool was refined to a final sample of 958 articles published in 223 journals and addressing 604 concepts. A review of citations of the original analysis of the concept of normalization resulted in 75 articles selected for closer examination of the process of concept development. Review showed a clear pattern of repetition of analysis of the same concept, growth in number of published analyses, preponderance of first authors with master's degrees, and 43 distinct descriptions of methods. Review of the 75 citations to the normalization analysis identified multiple ways concept analysis can inform subsequent research and theory development. Conceptual work needs to move beyond the level of "concept analysis" involving clear linkage to the resolution of problems in the discipline. Conceptual work is an important component of progress in the knowledge base of a discipline, and more effective use of concept development activities are needed to maximize the potential of this important work. It is important to the discipline that we facilitate progress in nursing science on a theoretical and conceptual level as a part of cohesive and systematic development of the discipline. The absence of effective concepts impedes the ability to recognize, discuss, define, and conduct studies important to clinical practice and research. This article reflects the pressing need as well as the potential for concept analysis work to be approached in a way that promotes nursing science and enables conceptually sound research to improve clinical care. © 2018 Sigma Theta Tau International.

Equipment concept design and development plans for microgravity science and applications research on space station: Combustion tunnel, laser diagnostic system, advanced modular furnace, integrated electronics laboratory

NASA Technical Reports Server (NTRS)

Uhran, M. L.; Youngblood, W. W.; Georgekutty, T.; Fiske, M. R.; Wear, W. O.

1986-01-01

Taking advantage of the microgravity environment of space NASA has initiated the preliminary design of a permanently manned space station that will support technological advances in process science and stimulate the development of new and improved materials having applications across the commercial spectrum. Previous studies have been performed to define from the researcher's perspective, the requirements for laboratory equipment to accommodate microgravity experiments on the space station. Functional requirements for the identified experimental apparatus and support equipment were determined. From these hardware requirements, several items were selected for concept designs and subsequent formulation of development plans. This report documents the concept designs and development plans for two items of experiment apparatus - the Combustion Tunnel and the Advanced Modular Furnace, and two items of support equipment the Laser Diagnostic System and the Integrated Electronics Laboratory. For each concept design, key technology developments were identified that are required to enable or enhance the development of the respective hardware.

Transforming care in nursing: a concept analysis.

PubMed

Vázquez-Calatayud, Mónica; Oroviogoicoechea, Cristina; Saracibar, Maribel; Pumar-Méndez, María J

2017-04-01

Although the concept of 'Transforming care' is promising for improving health care, there is no consensus in the field as to its definition. The aim of this concept analysis is to develop a deeper understanding of the term 'Transforming care' within the nursing discipline, in order to facilitate its comprehension, implementation, and evaluation. We performed a comprehensive literature review on electronic databases such as Medline (PubMed), Cinahl (Ebsco), Cochrane Library, PsycINFO (Ovid), Web of Science, Wiley-Blackwell, ScienceDirect, and SpringerLink and used Walker and Avant's approach to analyse the concept. From the 20 studies selected for this analysis, 3 main attributes of 'Transforming care' were identified: patient-centredness, evidence-based change, and transformational leadership driven. We suggest an operational definition to facilitate the implementation of the concept in practice. Furthermore, we propose that implementation is guided by the following key ideas: (1) fostering a culture of continuous improvement; (2) encouraging bottom-up initiatives; (3) promoting patient-centred care; and (4) using transformational leadership. Lastly, the evaluation of 'Transforming care' initiatives should assess care processes and professionals' and patients' outcomes.

The evolution of social and semantic networks in epistemic communities

NASA Astrophysics Data System (ADS)

Margolin, Drew Berkley

This study describes and tests a model of scientific inquiry as an evolving, organizational phenomenon. Arguments are derived from organizational ecology and evolutionary theory. The empirical subject of study is an epistemic community of scientists publishing on a research topic in physics: the string theoretic concept of "D-branes." The study uses evolutionary theory as a means of predicting change in the way members of the community choose concepts to communicate acceptable knowledge claims. It is argued that the pursuit of new knowledge is risky, because the reliability of a novel knowledge claim cannot be verified until after substantial resources have been invested. Using arguments from both philosophy of science and organizational ecology, it is suggested that scientists can mitigate and sensibly share the risks of knowledge discovery within the community by articulating their claims in legitimate forms, i.e., forms that are testable within and relevant to the community. Evidence from empirical studies of semantic usage suggests that the legitimacy of a knowledge claim is influenced by the characteristics of the concepts in which it is articulated. A model of conceptual retention, variation, and selection is then proposed for predicting the usage of concepts and conceptual co-occurrences in the future publications of the community, based on its past. Results substantially supported hypothesized retention and selection mechanisms. Future concept usage was predictable from previous concept usage, but was limited by conceptual carrying capacity as predicted by density dependence theory. Also as predicted, retention was stronger when the community showed a more cohesive social structure. Similarly, concepts that showed structural signatures of high testability and relevance were more likely to be selected after previous usage frequency was controlled for. By contrast, hypotheses for variation mechanisms were not supported. Surprisingly, concepts whose structural position suggested they would be easiest to discover through search processes were used less frequently, once previous usage frequency was controlled for. The study also makes a theoretical contribution by suggesting ways that evolutionary theory can be used to integrate findings from the study of science with insights from organizational communication. A variety of concrete directions for future studies of social and semantic network evolution are also proposed.

NASA's Planetary Science Summer School: Training Future Mission Leaders in a Concurrent Engineering Environment

NASA Astrophysics Data System (ADS)

Mitchell, K. L.; Lowes, L. L.; Budney, C. J.; Sohus, A.

2014-12-01

NASA's Planetary Science Summer School (PSSS) is an intensive program for postdocs and advanced graduate students in science and engineering fields with a keen interest in planetary exploration. The goal is to train the next generation of planetary science mission leaders in a hands-on environment involving a wide range of engineers and scientists. It was established in 1989, and has undergone several incarnations. Initially a series of seminars, it became a more formal mission design experience in 1999. Admission is competitive, with participants given financial support. The competitively selected trainees develop an early mission concept study in teams of 15-17, responsive to a typical NASA Science Mission Directorate Announcement of Opportunity. They select the mission concept from options presented by the course sponsors, based on high-priority missions as defined by the Decadal Survey, prepare a presentation for a proposal authorization review, present it to a senior review board and receive critical feedback. Each participant assumes multiple roles, on science, instrument and project teams. They develop an understanding of top-level science requirements and instrument priorities in advance through a series of reading assignments and webinars help trainees. Then, during the five day session at Jet Propulsion Laboratory, they work closely with concurrent engineers including JPL's Advanced Projects Design Team ("Team X"), a cross-functional multidisciplinary team of engineers that utilizes concurrent engineering methodologies to complete rapid design, analysis and evaluation of mission concept designs. All are mentored and assisted directly by Team X members and course tutors in their assigned project roles. There is a strong emphasis on making difficult trades, simulating a real mission design process as accurately as possible. The process is intense and at times dramatic, with fast-paced design sessions and late evening study sessions. A survey of PSSS alumni administered in 2013 provides information on the program's impact on trainees' career choices and leadership roles as they pursue their employment in planetary science and related fields. Results will be presented during the session, along with highlights of topics and missions covered since the program's inception.

Ponder This

ERIC Educational Resources Information Center

Yevdokimov, Oleksiy

2009-01-01

This article presents a problem set which includes a selection of probability problems. Probability theory started essentially as an empirical science and developed on the mathematical side later. The problems featured in this article demonstrate diversity of ideas and different concepts of probability, in particular, they refer to Laplace and…

Nitrogen dynamics in flooded soil systems: an overview on concepts and performance of models.

PubMed

Nurulhuda, Khairudin; Gaydon, Donald S; Jing, Qi; Zakaria, Mohamad P; Struik, Paul C; Keesman, Karel J

2018-02-01

Extensive modelling studies on nitrogen (N) dynamics in flooded soil systems have been published. Consequently, many N dynamics models are available for users to select from. With the current research trend, inclined towards multidisciplinary research, and with substantial progress in understanding of N dynamics in flooded soil systems, the objective of this paper is to provide an overview of the modelling concepts and performance of 14 models developed to simulate N dynamics in flooded soil systems. This overview provides breadth of knowledge on the models, and, therefore, is valuable as a first step in the selection of an appropriate model for a specific application. © 2017 The Authors. Journal of The Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. © 2017 The Authors. Journal of The Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.

Enabling Communication and Navigation Technologies for Future Near Earth Science Missions

NASA Technical Reports Server (NTRS)

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

2016-01-01

In 2015, the Earth Regimes Network Evolution Study (ERNESt) Team proposed a fundamentally new architectural concept, with enabling technologies, that defines an evolutionary pathway out to the 2040 timeframe in which an increasing user community comprised of more diverse space science and exploration missions can be supported. The architectural concept evolves the current instantiations of the Near Earth Network and Space Network through implementation of select technologies resulting in a global communication and navigation network that provides communication and navigation services to a wide range of space users in the Near Earth regime, defined as an Earth-centered sphere with radius of 2M Km. The enabling technologies include: High Rate Optical Communications, Optical Multiple Access (OMA), Delay Tolerant Networking (DTN), User Initiated Services (UIS), and advanced Position, Navigation, and Timing technology (PNT). This paper describes this new architecture, the key technologies that enable it 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.

A Conceptual Characterization of Online Videos Explaining Natural Selection

NASA Astrophysics Data System (ADS)

Bohlin, Gustav; Göransson, Andreas; Höst, Gunnar E.; Tibell, Lena A. E.

2017-11-01

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.

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.

How can we enhance girls' interest in scientific topics?

PubMed

Kerger, Sylvie; Martin, Romain; Brunner, Martin

2011-12-01

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

Nuclear subs to explore Arctic?

NASA Astrophysics Data System (ADS)

The international community of scientists has become interested in the idea of using a nuclear submarine to explore the Arctic and other inaccessible regions of the World Ocean. Several alternative approaches to formulating a concept and the respective plan of action put forward by different expert groups have been amply discussed [Eos, May 12, 1992; Navy News and Undersea Technology, November 9, 1992]. The Russian Academy of Sciences has created a working group, “Science-NSM,” to coordinate efforts in working out the concept of the project and the plan of action, determine the main scientific and applied problems and criteria for selecting the type of nuclear submarine to be rebuilt, appraise the possible solutions of occurring problems, as well as to effect international contacts. Members of the group include E. P. Velikhov (chairman), vice-president of the Russian Academy of Sciences; D. M. Klimov (deputy chairman); and Y. D. Chasheckin (scientific secretary).

Development and Sizing of the JWST Integrated Science Instrument Module (ISIM) Metering Structure

NASA Technical Reports Server (NTRS)

Johnston, John; Kunt, Cengiz; Bartoszyk, Andrew; Hendricks, Steve; Cofie, Emmanuel

2006-01-01

The JWST Integrated Science Instrument Module (ISIM) includes a large metering structure (approx. 2m x 2m x 1.5m) that houses the science instruments and guider. Stringent dimensional stability and repeatability requirements combined with mass limitations led to the selection of a composite bonded frame design comprised of biased laminate tubes. Even with the superb material specific stiffness, achieving the required frequency for the given mass allocations in conjunction with severe spatial limitations imposed by the instrument complement has proven challenging. In response to the challenge, the ISIM structure team considered literally over 100 primary structure topology and kinematic mount configurations, and settled on a concept comprised of over 70 m of tubes, over 50 bonded joint assemblies, and a "split bi-pod" kinematic mount configuration. In this paper, we review the evolution of the ISIM primary structure topology and kinematic mount configuration to the current baseline concept.

Front end evaluation research results. Communications and concept planning: Hatfield Marine Science Center

NASA Technical Reports Server (NTRS)

Falk, John H.; Holland, Dana

1994-01-01

An evaluation for the renovation of the existing visitor center at the Hatfield Marine Sciences Center (HMSC) was undertaken, in conjunction with the communications planning phase of the project. The outcome is expected to be the development of a communications plan and selection of concepts for visitors' interpretive experience. In the course of the evaluation, data were collected from 140 visitors to HMSC using both a questionnaire and face to face semi-structured interviews. Major results of the evaluation covered: 1, reasons for attending the HMSC; 2, visitor expectations; 3, visitors's knowledge of general science and of marine life and environments; 4, visitors' level of interest and attitudes toward exhibit themes; 5, issue areas of greatest interest; and 6, research areas of greatest interest.Visitors to t he HMSC had a strong orientation toward seeing and closely interacting with marine life and environments.

Students' Views and Attitudes Towards the Communication Code Used in Press Articles About Science

NASA Astrophysics Data System (ADS)

Halkia, Krystallia; Mantzouridis, Dimitris

2005-10-01

The present research was designed to investigate the reaction of secondary school students to the communication code that the press uses in science articles: it attempts to trace which communication techniques can be of potential use in science education. The sample of the research consists of 351 secondary school students. The research instrument is a questionnaire, which attempts to trace students’ preferences regarding newspaper science articles, to explore students’ attitudes towards the science articles published in the press and to investigate students’ reactions towards four newspaper science articles. These articles deal with different aspects of science and reflect different communication strategies. The results of the research reveal that secondary school students view the communication codes used in press science articles as being more interesting and comprehensible than those of their science textbooks. Predominantly, they do not select science articles that present their data in a scientific way (diagrams and abstract graphs). On the contrary, they do select science articles and passages in them, which use an emotional/‘poetic’ language with a lot of metaphors and analogies to introduce complex science concepts. It also seems that the narrative elements found in popularized science articles attract students’ interest and motivate them towards further reading.

Selected tether applications in space: An analysis of five selected concepts

NASA Technical Reports Server (NTRS)

1984-01-01

Ground rules and assumptions; operations; orbit considerations/dynamics; tether system design and dynamics; functional requirements; hardware concepts; and safety factors are examined for five scenarios: tethered effected separation of an Earth bound shuttle from the space station; tether effected orbit boost of a spacecraft (AXAF) into its operational orbit from the shuttle; an operational science/technology platform tether deployed from space station; a tether mediated rendezvous involving an OMV tether deployed from space station to rendezvous with an aerobraked OTV returning to geosynchronous orbit from a payload delivery mission; and an electrodynamic tether used in a dual motor/generator mode to serve as the primary energy storage facility for space station.

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.

Gesture Analysis for Astronomy Presentation Software

NASA Astrophysics Data System (ADS)

Robinson, Marc A.

Astronomy presentation software in a planetarium setting provides a visually stimulating way to introduce varied scientific concepts, including computer science concepts, to a wide audience. However, the underlying computational complexity and opportunities for discussion are often overshadowed by the brilliance of the presentation itself. To bring this discussion back out into the open, a method needs to be developed to make the computer science applications more visible. This thesis introduces the GAAPS system, which endeavors to implement free-hand gesture-based control of astronomy presentation software, with the goal of providing that talking point to begin the discussion of computer science concepts in a planetarium setting. The GAAPS system incorporates gesture capture and analysis in a unique environment presenting unique challenges, and introduces a novel algorithm called a Bounding Box Tree to create and select features for this particular gesture data. This thesis also analyzes several different machine learning techniques to determine a well-suited technique for the classification of this particular data set, with an artificial neural network being chosen as the implemented algorithm. The results of this work will allow for the desired introduction of computer science discussion into the specific setting used, as well as provide for future work pertaining to gesture recognition with astronomy presentation software.

Field Crop Nutrition--Applied Science Concepts. Student Manual.

ERIC Educational Resources Information Center

Miller, Charles R.

This manual is designed to help agricultural education students to determine and provide the proper kinds and amounts of nutrients for the field crops they produce. The manual provides many learning situations regarding field crops--for example, determining nutrient needs, diagnosing nutrient shortages, and selecting and applying fertilizer and…

The effects of concept and vee mappings under three learning modes on Jamaican eighth graders' knowledge of nutrition and plant reproduction

NASA Astrophysics Data System (ADS)

Ugwu, Okechukwu; Soyibo, Kola

2004-01-01

The first objective of this study was to investigate if the experimental students' post-test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self-esteem, gender and socio-economic background. Treatment involved teaching the experimental students under three learning modes--pure cooperative, cooperative-competitive and individualistic whole class interpersonal competitive condition--using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study's second objective was to determine which of the three learning modes would produce the highest post-test mean gain in the subjects' knowledge of the two biology concepts. The study's sample comprised 932 eighth graders (12-13-year-olds) in 14 co-educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self-esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self-esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students' knowledge, while the cooperative-competitive learning mode generated the highest mean gain for the control group students.

Complexity and health professions education: a basic glossary.

PubMed

Mennin, Stewart

2010-08-01

The study of health professions education in the context of complexity science and complex adaptive systems involves different concepts and terminology that are likely to be unfamiliar to many health professions educators. A list of selected key terms and definitions from the literature of complexity science is provided to assist readers to navigate familiar territory from a different perspective. include agent, attractor, bifurcation, chaos, co-evolution, collective variable, complex adaptive systems, complexity science, deterministic systems, dynamical system, edge of chaos, emergence, equilibrium, far from equilibrium, fuzzy boundaries, linear system, non-linear system, random, self-organization and self-similarity.

The Concept Currency of K-12 Science Textbooks Relative to Earth Science Concepts.

ERIC Educational Resources Information Center

Janke, Delmar Lester

This study was undertaken to determine the degree of agreement between science textbooks and scholars in earth science relative to earth science concepts to be included in the K-12 science curriculum. The study consisted of two phases: (1) the identification of a sample of earth science concepts rated by earth scientists as important for inclusion…

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.

Conceptual astronomy: A novel model for teaching postsecondary science courses

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy; Hall, Shannon; Teague, Kathleen W.; Bisard, Walter

1997-10-01

An innovative, conceptually based instructional model for teaching large undergraduate astronomy courses was designed, implemented, and evaluated in the Fall 1995 semester. This model was based on cognitive and educational theories of knowledge and, we believe, is applicable to other large postsecondary science courses. Major components were: (a) identification of the basic important concepts and their interrelationships that are necessary for connected understanding of astronomy in novice students; (b) use of these concepts and their interrelationships throughout the design, implementation, and evaluation stages of the model; (c) identification of students' prior knowledge and misconceptions; and (d) implementation of varied instructional strategies targeted toward encouraging conceptual understanding in students (i.e., instructional concept maps, cooperative small group work, homework assignments stressing concept application, and a conceptually based student assessment system). Evaluation included the development and use of three measures of conceptual understanding and one of attitudes toward studying astronomy. Over the semester, students showed very large increases in their understanding as assessed by a conceptually based multiple-choice measure of misconceptions, a select-and-fill-in concept map measure, and a relatedness-ratings measure. Attitudes, which were slightly positive before the course, changed slightly in a less favorable direction.

De-implementation: A concept analysis.

PubMed

Upvall, Michele J; Bourgault, Annette M

2018-04-25

The purpose of this concept analysis is to explore the meaning of de-implementation and provide a definition that can be used by researchers and clinicians to facilitate evidence-based practice. De-implementation is a relatively unknown process overshadowed by the novelty of introducing new ideas and techniques into practice. Few studies have addressed the challenge of de-implementation and the cognitive processes involved when terminating harmful or unnecessary practices. Also, confusion exists regarding the myriad of terms used to describe de-implementation processes. Walker and Avant's method (2011) for describing concepts was used to clarify de-implementation. A database search limited to academic journals yielded 281 publications representing basic research, study protocols, and editorials/commentaries from implementation science experts. After applying exclusion criterion of English language only and eliminating overlap between databases, 41 articles were selected for review. Literature review and synthesis provided a concept analysis and a distinct definition of de-implementation. De-implementation was defined as the process of identifying and removing harmful, non-cost-effective, or ineffective practices based on tradition and without adequate scientific support. The analysis provided further refinement of de-implementation as a significant concept for ongoing theory development in implementation science and clinical practice. © 2018 Wiley Periodicals, Inc.

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.

The path to an experiment in space (from concept to flight)

NASA Technical Reports Server (NTRS)

Salzman, Jack A.

1994-01-01

The following are discussed in this viewgraph presentation on developing flight experiments for NASA's Microgravity Science and Applications Program: time from flight PI selection to launch; key flight experiment phases and schedule drivers; microgravity experiment definition/development process; definition and engineering development phase; ground-based reduced gravity research facilities; project organization; responsibilities and duties of principle investigator/co-investigators, project scientist, and project manager; the science requirements document; flight development phase; experiment cost and schedule; and keys to experiment success.

NAS Panel endorses science center concept

NASA Astrophysics Data System (ADS)

Science and technology centers, as proposed by President Ronald Reagan in his January 1987 State of the Union message, could make “significant contributions to science and to the nation's economic competitiveness,” according to a new report by a National Academy of Sciences (NAS) panel. What will be necessary to realize these contributions, the panel cautioned, are proper management, adequate resources, and, “above all, the selection of programs for which the centers are the most effective form of organization.”NSF plans to support science and technology centers, beginning October 1, 1988, which is the start of fiscal year 1988. NSF requested guidance from the NAS panel in implementing the program. Although other government agencies will participate in the program, NSF will play the primary role.

The ability of children to generalize selected science concepts

NASA Astrophysics Data System (ADS)

Abdullah, Kemal Bin; Lowell, Walter E.

The study investigated the ability of primary and elementary school subjects to generalize two science concepts, Insect and Animal with and without instruction in the form of a mental set. It also examined the effects of age, IQ, and sex on the ability of the children to generalize these concepts. Two instruments measuring the ability to generalize the concepts Insect and Animal were developed. The results indicate that of the independent variables investigated, age and mental set significantly affected the ability to generalize the concepts Insect and Animal. It was found that the younger children's concepts were least developed and with age these concepts became more developed and more conceptual in nature. The ability to use information given in a mental set was found to be a function of age. The children in this study were more able to generalize the concept Insect than the concept Animal. The results suggest that children with age and instruction axe better able to master less general concepts than more geaeral ones. In addition, the study demonstrated that children are able to improve their learning of general concepts provided a great number and variety of instances and noninstances of the concept are used in the instruction.It was also found that the younger children were more perceptually bound than the older children. The younger children were unable to overcome the pull of perceptual attractiveness that the noninstances held for them despite instruction. The results suggest that teachers of such children should be aware of the conceptual level of the content being taught to such children to ensure appropriate and meaningful learning takes place.

Novice and expert teachers' conceptions of learners' prior knowledge

NASA Astrophysics Data System (ADS)

Meyer, Helen

2004-11-01

This study presents comparative case studies of preservice and first-year teachers' and expert teachers' conceptions of the concept of prior knowledge. Kelly's (The Psychology of Personal Construct, New York: W.W. Norton, 1955) theory of personal constructs as discussed by Akerson, Flick, and Lederman (Journal of Research in Science Teaching, 2000, 37, 363-385) in relationship to prior knowledge underpins the study. Six teachers were selected to participate in the case studies based upon their level experience teaching science and their willingness to take part. The comparative case studies of the novice and expert teachers provide insights into (a) how novice and expert teachers understand the concept of prior knowledge and (b) how they use this knowledge to make instructional decisions. Data collection consisted of interviews, classroom observations, and document analysis. Findings suggest that novice teachers hold insufficient conceptions of prior knowledge and its role in instruction to effectively implement constructivist teaching practices. While expert teachers hold a complex conception of prior knowledge and make use of their students' prior knowledge in significant ways during instruction. A second finding was an apparent mismatch between the novice teachers' beliefs about their urban students' life experiences and prior knowledge and the wealth of knowledge the expert teachers found to draw upon.

Concept Mapping as a Support for Mars Landing-Site Selection

NASA Technical Reports Server (NTRS)

Cabrol, Nathalie A.; Briggs, Geoffrey A.

1999-01-01

The NASA Ames' Center for Mars Exploration (CMEX) serves to coordinate Mars programmatic research at ARC in the sciences, in information technology and in aero-assist and other technologies. Most recently, CMEX has been working with the Institute for Human and Machine Cognition at the University of West Florida to develop a new kind of web browser based on the application of concept maps. These Cmaps, which are demonstrably effective in science teaching, can be used to provide a new kind of information navigation tool that can make web or CD based information more meaningful and more easily navigable. CMEX expects that its 1999 CD-ROM will have this new user interface. CMEX is also engaged with the Mars Surveyor Project Office at JPL in developing an Internet-based source of materials to support the process of selecting landing sites for the next series of Mars landers. This activity -- identifying the most promising sites from which to return samples relevant to the search for evidence of life -- is one that is expected to engage the general public as well as the science community. To make the landing site data easily accessible and meaningful to the public, CMEX is planning to use the IHMC Cmap browser as its user interface.

Attitudes of Saudi Arabian secondary preservice teachers toward teaching practices in science: The adequacy of preparation to use teaching strategies in classrooms

NASA Astrophysics Data System (ADS)

Aljabber, Jabber M.

The purpose of this study was to investigate the attitudes of Saudi Arabian secondary preservice science teachers (SPSTs) toward a variety of science teaching practices. An ultimate, essential goal of this study was to use generated information and findings to improve the current secondary science education programs in Saudi Arabia and to develop better science teacher practices. The selected practices were posted by the National Research Council in 1999. These indicated that students learn science best through understanding of science rather than memorization of scientific facts and concepts, building new knowledge and understanding on what is already known and believed, formulating new knowledge by modifying and refining current concepts and by adding new concepts to what is already known, taking care of their own learning, social learning environments and interactions, and application of knowledge to novel situations. The study's sample consisted of all (147) SPSTs enrolled in the spring semester of 2003 in four Teachers' Colleges: Riyadh, Makkah, Taif, and Dammam. All participants were performing student teaching in secondary schools. This study used quantitative and qualitative data collection methods. Only three SPSTs were purposefully selected from each college for seven semi-structured interview questions, lasting an hour per interview. They were asked to complete a 58-item questionnaire survey and respond to four open-ended survey questions. To assess their attitudes toward the above science teaching practices, data was analyzed using the Rasch analysis model, other parametric tests (e.g., a one-way analysis of variance (ANOVA) and independent-samples t-test), and non-parametric tests (e.g., a chi-square of independent test). Furthermore, qualitative procedures were also used to assess SPSTs' views of some specific aspects about science teaching and the current secondary science education programs in Saudi Arabia. This was achieved through a careful analysis of frequent themes, patterns, and phrases mentioned by participants, which were coded and classified under broader categories. Findings of this study revealed that there were some significant differences among SPSTs in different Teachers' colleges with regard to certain demographic variables such as 'Teachers' College location' and 'age.' A broad conclusion was that although SPSTs felt that these six science teaching practices were crucial and effective teaching methods in classrooms, they did not frequently implement them due to several factors: large numbers of students in classrooms, classroom management issues, time demands, and lack of necessary materials and equipment.

Be/X-ray Binary Science for Future X-ray Timing Missions

NASA Technical Reports Server (NTRS)

Wilson-Hodge, Colleen A.

2011-01-01

For future missions, the Be/X-ray binary community needs to clearly define our science priorities for the future to advocate for their inclusion in future missions. In this talk, I will describe current designs for two potential future missions and Be X-ray binary science enabled by these designs. The Large Observatory For X-ray Timing (LOFT) is an X-ray timing mission selected in February 2011 for the assessment phase from the 2010 ESA M3 call for proposals. The Advanced X-ray Timing ARray (AXTAR) is a NASA explorer concept X-ray timing mission. This talk is intended to initiate discussions of our science priorities for the future.

Science-based practice and the speech-language pathologist.

PubMed

Lof, Gregory L

2011-06-01

Evidence-based practice (EBP) is a well established concept in the field of speech-language pathology. However, evidence from research may not be the primary information that practitioners use to guide their treatment selection from the many potential options. There are various alternative therapy procedures that are strongly promoted, so clinicians must become skilled at identifying pseudoscience from science in order to determine if a treatment is legitimate or actually quackery. In order to advance the use of EBP, clinicians can gather practice-based evidence (PBE) by using the scientific method. By adhering to the principles of science, speech-language pathologists can incorporate science-based practice (SBP) into all aspects of their clinical work.

Titan exploration with advanced systems. A study of future mission concepts

NASA Technical Reports Server (NTRS)

1983-01-01

The requirements, capabilities, and programmatic issues associated with science-intensive mission concepts for the advanced exploration of Saturn's largest satellite are assessed. The key questions to be answered by a Titan exploratory mission are: (1) the atmospheric composition; (2) the atmospheric structure; (3) the nature of the surface; and (4) the nature of the interior of Titan. Five selected mission concepts are described in terms of their design requirements. Mission hardware concepts include balloons and/or blimps which will allow both atmospheric and surface observations for a long period of time. Key aspects of performance analysis are presented. Mission profiles and cost summaries are given. Candidate payloads are identified for imaging and nonimaging orbiters, a buoyant station, a haze probe, and a penetrator.

Integrating technology education concepts into China's educational system

NASA Astrophysics Data System (ADS)

Yang, Faxian

The problem of this study was to develop a strategy for integrating technology education concepts within the Chinese mathematics and science curricula. The researcher used a case study as the basic methodology. It included three methods for collecting data: literature review, field study in junior and senior secondary schools in America and China, and interviews with experienced educators who were familiar with the status of technology education programs in the selected countries. The data came from the following areas: Japan, Taiwan, the United Kingdom, China, and five states in the United States: Illinois, Iowa, Maryland, Massachusetts, and New York. The researcher summarized each state and country's educational data, identified the advantages and disadvantages of their current technology education program, and identified the major concepts within each program. The process determined that identified concepts would be readily acceptable into the current Chinese educational system. Modernization of, industry, agriculture, science and technology, and defense have been recent objectives of the Chinese government. Therefore, Chinese understanding of technology, or technology education, became important for the country. However, traditional thought and culture curb the implementation of technology education within China's current education system. The proposed solution was to integrate technology education concepts into China's mathematics and science curricula. The purpose of the integration was to put new thoughts and methods into the current educational structure. It was concluded that the proposed model and interventions would allow Chinese educators to carry out the integration into China's education system.

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.

Model selection as a science driver for dark energy surveys

NASA Astrophysics Data System (ADS)

Mukherjee, Pia; Parkinson, David; Corasaniti, Pier Stefano; Liddle, Andrew R.; Kunz, Martin

2006-07-01

A key science goal of upcoming dark energy surveys is to seek time-evolution of the dark energy. This problem is one of model selection, where the aim is to differentiate between cosmological models with different numbers of parameters. However, the power of these surveys is traditionally assessed by estimating their ability to constrain parameters, which is a different statistical problem. In this paper, we use Bayesian model selection techniques, specifically forecasting of the Bayes factors, to compare the abilities of different proposed surveys in discovering dark energy evolution. We consider six experiments - supernova luminosity measurements by the Supernova Legacy Survey, SNAP, JEDI and ALPACA, and baryon acoustic oscillation measurements by WFMOS and JEDI - and use Bayes factor plots to compare their statistical constraining power. The concept of Bayes factor forecasting has much broader applicability than dark energy surveys.

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.).

The Role of Human Factors/Ergonomics in the Science of Security: Decision Making and Action Selection in Cyberspace.

PubMed

Proctor, Robert W; Chen, Jing

2015-08-01

The overarching goal is to convey the concept of science of security and the contributions that a scientifically based, human factors approach can make to this interdisciplinary field. Rather than a piecemeal approach to solving cybersecurity problems as they arise, the U.S. government is mounting a systematic effort to develop an approach grounded in science. Because humans play a central role in security measures, research on security-related decisions and actions grounded in principles of human information-processing and decision-making is crucial to this interdisciplinary effort. We describe the science of security and the role that human factors can play in it, and use two examples of research in cybersecurity--detection of phishing attacks and selection of mobile applications--to illustrate the contribution of a scientific, human factors approach. In these research areas, we show that systematic information-processing analyses of the decisions that users make and the actions they take provide a basis for integrating the human component of security science. Human factors specialists should utilize their foundation in the science of applied information processing and decision making to contribute to the science of cybersecurity. © 2015, Human Factors and Ergonomics Society.

Orchestrating student discourse opportunities and listening for conceptual understandings in high school science classrooms

NASA Astrophysics Data System (ADS)

Kinard, Melissa Grass

Scientific communities have established social mechanisms for proposing explanations, questioning evidence, and validating claims. Opportunities like these are often not a given in science classrooms (Vellom, Anderson, & Palincsar, 1993) even though the National Science Education Standards (NSES, 1996) state that a scientifically literate person should be able to "engage intelligently in public discourse and debate about important issues in science and technology" (National Research Council [NRC], 1996). Research further documents that students' science conceptions undergo little modification with the traditional teaching experienced in many high school science classrooms (Duit, 2003, Dykstra, 2005). This case study is an examination of the discourse that occurred as four high school physics students collaborated on solutions to three physics lab problems during which the students made predictions and experimentally generated data to support their predictions. The discourse patterns were initially examined for instances of concept negotiations. Selected instances were further examined using Toulmin's (2003) pattern for characterizing argumentation in order to understand the students' scientific reasoning strategies and to document the role of collaboration in facilitating conceptual modifications and changes. Audio recordings of the students' conversations during the labs, written problems turned in to the teacher, interviews of the students, and observations and field notes taken during student collaboration were used to document and describe the students' challenges and successes encountered during their collaborative work. The findings of the study indicate that collaboration engaged the students and generated two types of productive science discourse: concept negotiations and procedure negotiations. Further analysis of the conceptual and procedure negotiations revealed that the students viewed science as sensible and plausible but not as a tool they could employ to answer their questions. The students' conceptual growth was inhibited by their allegiance to the authority of the science laws as learned in their school classroom. Thus, collaboration did not insure conceptual change. Describing student discourse in situ contributes to science education research about teaching practices that facilitate conceptual understandings in the science classroom.

Pedagogical Strategies Used by Selected Leading Mixed Methodologists in Mixed Research Courses

ERIC Educational Resources Information Center

Frels, Rebecca K.; Onwuegbuzie, Anthony J.; Leech, Nancy L.; Collins, Kathleen M. T.

2014-01-01

The teaching of research methods is common across multiple fields in the social and educational sciences for establishing evidence-based practices and furthering the knowledge base through scholarship. Yet, specific to mixed methods, scant information exists as to how to approach teaching complex concepts for meaningful learning experiences. Thus,…

BONE PICTURE BOOK, A BOOK FOR STUDENTS USING THE ESS UNIT BONES.

ERIC Educational Resources Information Center

Elementary Science Study, Newton, MA.

THIS PICTURE BOOK WAS DEVELOPED FOR USE WITH THE ELEMENTARY SCIENCE STUDY UNIT ON "BONES." THE UNIT PROVIDES AN OPPORTUNITY TO DEVELOP MANY CONCEPTS ABOUT THE SKELETAL SYSTEM. NUMEROUS PHOTOGRAPHS ARE PROVIDED OF REPRESENTATIVES OF THE FIVE VERTEBRATE CLASSES AND SELECTED INVERTEBRATES. BOTH EXTANT AND EXTINCT MEMBERS ARE REPRESENTED.…

Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers

ERIC Educational Resources Information Center

Karaman, Ayhan

2017-01-01

In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of "Scientific Epistemological…

When Students Say "I Just Couldn't Think": Challenges in Teaching Skilful Thinking

ERIC Educational Resources Information Center

Row, Bavani Nageswana; Subramaniam, Selvaranee; Sathasivam, Renuka V.

2016-01-01

This paper discusses challenges encountered by selected Year Four science teachers regarding their knowledge and implementation of skilful thinking (ST) in their classrooms. ST is a complex concept comprising three elements; specific thinking strategies, habits of mind and metacognitive thinking. Due of the complexity of ST, the implementation of…

Race to Displace: A Game to Model the Effects of Invasive Species on Plant Communities

ERIC Educational Resources Information Center

Hopwood, Jennifer L.; Flowers, Susan K.; Seidler, Katie J.; Hopwood, Erica L.

2013-01-01

Invasive species are a substantial threat to biodiversity. Educating students about invasive species introduces fundamental concepts in biology, ecology, and environmental science. In the Race to Displace game, students assume the characteristics of select native or introduced plants and experience first hand the influences of species interactions…

Exploring Weighty Matters with "Cucumber Soup": An Interdisciplinary Approach

ERIC Educational Resources Information Center

Columba, Lynn

2007-01-01

Children's literature can play a significant role in integrating math and science concepts into real-world applications. One particularly delightful selection is "Cucumber Soup" (Krudwig, 1998). This book can create a context--making cucumber soup--for weighing and for a real-life on adding fractions. This kind of learning context takes children…

Public Elementary and Secondary Education in the '80s.

ERIC Educational Resources Information Center

Broudy, H. S.

Privatism, vouchers, too many pressure groups, and a deemphasis of citizenship present the worst stumbling blocks to education. A five-point curriculum model includes: (1) the symbolics of information--the skills of language and computation; (2) the key concepts of a selected set of the physical sciences and mathematics; (3) developmental studies…

A Study of Planetarium Effectiveness on Student Achievement, Perceptions and Retention.

ERIC Educational Resources Information Center

Ridky, Robert William

Reported is a study to determine the effect of planetarium instruction in terms of immediate attainment, attitude, and retention in the teaching of selected celestial motion and non-celestial motion concepts, when contrasted to or combined with the inquiry activities utilized by the nationally developed science curricula. Observations were made on…

Density functional theory in materials science.

PubMed

Neugebauer, Jörg; Hickel, Tilmann

2013-09-01

Materials science is a highly interdisciplinary field. It is devoted to the understanding of the relationship between (a) fundamental physical and chemical properties governing processes at the atomistic scale with (b) typically macroscopic properties required of materials in engineering applications. For many materials, this relationship is not only determined by chemical composition, but strongly governed by microstructure. The latter is a consequence of carefully selected process conditions (e.g., mechanical forming and annealing in metallurgy or epitaxial growth in semiconductor technology). A key task of computational materials science is to unravel the often hidden composition-structure-property relationships using computational techniques. The present paper does not aim to give a complete review of all aspects of materials science. Rather, we will present the key concepts underlying the computation of selected material properties and discuss the major classes of materials to which they are applied. Specifically, our focus will be on methods used to describe single or polycrystalline bulk materials of semiconductor, metal or ceramic form.

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.

Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

NASA Astrophysics Data System (ADS)

Ales, Jo Dale Hill

2000-12-01

This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful. The positive experiences of successful students indicate that teacher management could maximize the benefits of experiencing cutting edge science this way. Cutting edge science can be used to make science more relevant to students, enhance science learning, and insure a more scientifically literate society. Cross-age teachers effectively adapted an instructional video, communicated science, and increased their understanding of selected microbiology concepts and self-confidence. They also increased or maintained their motivation to study science.

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.

Academic Self-Concept: Modeling and Measuring for Science

NASA Astrophysics Data System (ADS)

Hardy, Graham

2014-08-01

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 facets including conceptual and procedural elements. In the first part of the study, data were collected from 1,483 students attending eight secondary schools in England, through the use of a newly devised Secondary Self-Concept Science Instrument, and structural equation modeling was employed to test and validate a model. In the second part of the study, the data were analysed within the new self-concept framework to examine learners' ASC profiles across the domains of science, with particular attention paid to age- and gender-related differences. The study found that the proposed science self-concept model exhibited robust measures of fit and construct validity, which were shown to be invariant across gender and age subgroups. The self-concept profiles were heterogeneous in nature with the component relating to self-concept in physics, being surprisingly positive in comparison to other aspects of science. This outcome is in stark contrast to data reported elsewhere and raises important issues about the nature of young learners' self-conceptions about science. The paper concludes with an analysis of the potential utility of the self-concept measurement instrument as a pedagogical device for science educators and learners of science.

Algorithms, complexity, and the sciences

PubMed Central

Papadimitriou, Christos

2014-01-01

Algorithms, perhaps together with Moore’s law, compose the engine of the information technology revolution, whereas complexity—the antithesis of algorithms—is one of the deepest realms of mathematical investigation. After introducing the basic concepts of algorithms and complexity, and the fundamental complexity classes P (polynomial time) and NP (nondeterministic polynomial time, or search problems), we discuss briefly the P vs. NP problem. We then focus on certain classes between P and NP which capture important phenomena in the social and life sciences, namely the Nash equlibrium and other equilibria in economics and game theory, and certain processes in population genetics and evolution. Finally, an algorithm known as multiplicative weights update (MWU) provides an algorithmic interpretation of the evolution of allele frequencies in a population under sex and weak selection. All three of these equivalences are rife with domain-specific implications: The concept of Nash equilibrium may be less universal—and therefore less compelling—than has been presumed; selection on gene interactions may entail the maintenance of genetic variation for longer periods than selection on single alleles predicts; whereas MWU can be shown to maximize, for each gene, a convex combination of the gene’s cumulative fitness in the population and the entropy of the allele distribution, an insight that may be pertinent to the maintenance of variation in evolution. PMID:25349382

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

NASA Astrophysics Data System (ADS)

Westbrook, Susan L.; Marek, Edmund A.

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

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.

Can there be a physics of financial markets? Methodological reflections on econophysics

NASA Astrophysics Data System (ADS)

Huber, Tobias A.; Sornette, Didier

2016-12-01

We address the question whether there can be a physical science of financial markets. In particular, we examine the argument that, given the reflexivity of financial markets (i.e., the feedback mechanism between expectations and prices), there is a fundamental difference between social and physical systems, which demands a new scientific method. By providing a selective history of the mutual cross-fertilization between physics and economics, we reflect on the methodological differences of how models and theories get constructed in these fields. We argue that the novel conception of financial markets as complex adaptive systems is one of the most important contributions of econophysics and show that this field of research provides the methods, concepts, and tools to scientifically account for reflexivity. We conclude by arguing that a new science of economic and financial systems should not only be physics-based, but needs to integrate findings from other scientific fields, so that a truly multi-disciplinary complex systems science of financial markets can be built.

Examining the Effects of Model-Based Inquiry on Concepetual Understanding and Engagement in Science

NASA Astrophysics Data System (ADS)

Baze, Christina L.

Model-Based Inquiry (MBI) is an instructional model which engages students in the scientific practices of modeling, explanation, and argumentation while they work to construct explanations for natural phenomena. This instructional model has not been previously studied at the community college level. The purpose of this study is to better understand how MBI affects the development of community college students' conceptual understanding of evolution and engagement in the practices of science. Mixed-methods were employed to collect quantitative and qualitative data through the multiple-choice Concepts Inventory of Natural Selection, student artifacts, and semi-structured interviews. Participants were enrolled in Biology Concepts, an introductory class for non-science majors, at a small, rural community college in the southwestern United States. Preliminary data shows that conceptual understanding is not adversely affected by the implementation of MBI, and that students gain valuable insights into the practices of science. Specifically, students who participated in the MBI intervention group gained a better understanding of the role of models in explaining and predicting phenomena and experienced feeling ownership of their ideas, an appropriate depth of thinking, more opportunities for collaboration, and coherence and context within the unit. Implications of this study will be of interest to postsecondary science educators and researchers who seek to reform and improve science education.

Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

NASA Astrophysics Data System (ADS)

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

As the breadth and depth of economic reforms increase in China, growing attention is being paid to equalities in opportunities to learn science by students of various backgrounds. In early 2009, the Chinese Ministry of Education and Ministry of Science and Technology jointly sponsored a national survey of urban eighth-grade students' science literacy along with their family and school backgrounds. The present study focused on students' understanding of basic science concepts and principles (BSCP), a subset of science literacy. The sample analyzed included 3,031 students from 109 randomly selected classes/schools. Correlation analysis, one-way analysis of variance, and two-level linear regression were conducted. The results showed that having a refrigerator, internet, more books, parents purchasing books and magazines related to school work, higher father's education level, and parents' higher expectation of the education level of their child significantly predicted higher BSCP scores; having siblings at home, owning an apartment, and frequently contacting teachers about the child significantly predicted lower BSCP scores. At the school level, the results showed that being in the first-tier or key schools, having school libraries, science popularization galleries, computer labs, adequate equipment for teaching, special budget for teacher training, special budget for science equipment, and mutual trust between teachers and students significantly predicated higher BSCP scores; and having science and technology rooms, offering science and technology interest clubs, special budget for science curriculum development, and special budget for science social practice activities significantly predicted lower BSCP scores. The implications of the above findings are discussed.

Factors which influence Texas biology teachers' decisions to emphasize fundamental concepts of evolution

NASA Astrophysics Data System (ADS)

Bilica, Kimberly Lynn

The teaching of biological evolution in public science classrooms has been mitigated by a lingering and historic climate of controversy (Skoog, 1984; Skoog, 1979). This controversy has successfully stalled attempts to bring authentic science literacy to the American public (Bybee, 1997). The first encouraging signs of the abatement of this controversy occurred during the early 1990s when several prominent science organizations promoted evolution to its appropriate status as a central and unifying concept in biology (National Science Teachers Association, 1992; National Research Council, 1996; American Association for the Advancement of Science, 1990, 1993). The organizations acknowledged that not only should biological evolution be taught, evolution should stand as one of a select group of essential concepts upon which biology curricula should be built. Bandura's Social Learning theory (Bandura, 1997; Lumpe, Haney, & Czerniak, 2000) and Helms' Model of Identity (Helms, 1998) provide the theoretical basis for this study. Both Bandura and Helms explain the actions of teachers by examining the beliefs and values that influence their decisions. The models distinguish between two types of belief systems: capacity beliefs and context beliefs (Lumpe, et al, 2000; Helms, 1998). Both belief types influence and are influenced by individual actions. In this study, the action to be described is the decision that teachers make about the degree of emphasis on evolution in the classroom. The capacity beliefs that will be examined are teachers' beliefs about their capability to teach evolution. The contextual beliefs in this study are perceptions about students' capabilities to learn evolution, the status of evolution in science, the place of evolution in the biology classroom, the influence of textbooks, time, and community/school values. This study contributes to and extends the knowledge base established by studies of evolution education by exploring the relative amount of emphasis that Texas biology teachers currently as well as prefer to place on fundamental evolution concepts in relationship to specific belief factors which influence biology teachers' curricular decisions.

Concepts of health and well-being in managers: An organizational study

PubMed Central

Boness, Christian

2011-01-01

Global changes and new managerial challenges require new concepts of health and well-being in organizational contexts. In the South African context, health and well-being of managers have gained relevance in organizations and in management sciences. International organizations, in particular, attempt to address the increasing demand for health care and the delivery of health services to their managers. Careful and appropriate health management requires research to evaluate context-specific health concepts and strategies. The purpose and aim of this article is to assess managerial concepts on health and well-being that could be used by the organization to contribute to managerial well-being by implementing health promotion according to managerial needs. At the same time, this article contributes to salutogenetic health research that is very rare with regard to the South African organizational management research. This study is a multi-method research study conducted in a selected international organization in South Africa. However, in this article, selected qualitative findings will only be presented. This organizational study presents selected research findings on health concepts and strategies employed by managers. Findings demonstrate that the managerial concepts of health and strategies mainly refer to not only physical but also to mental and spiritual aspects, with a priority on physical health and well-being. The findings presented are based on qualitative research methods and their research criteria. This assessment serves as a foundation for new approaches to health management within the international work context in South Africa. It also contributes to a paradigm shift from pathogenetic to salutogenetic concepts of health and well-being within the South African organizational work context. The article produces new insights into the qualitative health concepts of South African managers and expatriates and contributes to promoting salutogenesis in organization within South Africa. PMID:22028736

SOCIAL, HISTORICAL AND CULTURAL DIMENSIONS OF TUBERCULOSIS.

PubMed

Mason, Paul H; Roy, Anupom; Spillane, Jayden; Singh, Puneet

2016-03-01

Tuberculosis (TB) researchers and clinicians, by virtue of the social disease they study, are drawn into an engagement with ways of understanding illness that extend beyond the strictly biomedical model. Primers on social science concepts directly relevant to TB, however, are lacking. The particularities of TB disease mean that certain social science concepts are more relevant than others. Concepts such as structural violence can seem complicated and off-putting. Other concepts, such as gender, can seem so familiar that they are left relatively unexplored. An intimate familiarity with the social dimensions of disease is valuable, particularly for infectious diseases, because the social model is an important complement to the biomedical model. This review article offers an important introduction to a selection of concepts directly relevant to TB from health sociology, medical anthropology and social cognitive theory. The article has pedagogical utility and also serves as a useful refresher for those researchers already engaged in this genre of work. The conceptual tools of health sociology, medical anthropology and social cognitive theory offer insightful ways to examine the social, historical and cultural dimensions of public health. By recognizing cultural experience as a central force shaping human interactions with the world, TB researchers and clinicians develop a more nuanced consideration of how health, illness and medical treatment are understood, interpreted and confronted.

Engineering-Based Problem Solving in the Middle School: Design and Construction with Simple Machines

ERIC Educational Resources Information Center

English, Lyn D.; Hudson, Peter; Dawes, Les

2013-01-01

Incorporating engineering concepts into middle school curriculum is seen as an effective way to improve students' problem-solving skills. A selection of findings is reported from a science, technology, engineering and mathematics (STEM)-based unit in which students in the second year (grade 8) of a three-year longitudinal study explored…

The Model Identification Test: Perceptual Bias of Elementary School Children Using a Limited Verbal Evaluation Instrument

ERIC Educational Resources Information Center

McIntyre, Patrick J.

1974-01-01

Reported is a study to verify the pattern of bias associated with the Model Identification Test and to determine its source. This instrument is a limited verbal science test designed to determine the knowledge possessed by elementary school children of selected concepts related to "the particle nature of matter." (PEB)

Transversal Traits in Science Education Research Relevant for Teaching and Research: A Meta-Interpretative Study

ERIC Educational Resources Information Center

Lopes, J. Bernardino; Silva, Antonio Alberto; Cravino, Jose P.; Costa, Nilza; Marques, Luis; Campos, Carlos

2008-01-01

This study is a meta-interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the…

Suggestions for Content Selection and Presentation in High School Computer Textbooks

ERIC Educational Resources Information Center

Lin, Janet Mei-Chuen; Wu, Cheng-Chih

2007-01-01

Based on the findings from reviewing 32 textbooks in the past four years for Taiwan's Ministry of Education, we have identified common problems in the reviewed textbooks and analyzed their inadequacies. Typical problems include the Wintel bias, too much coverage of software application tools and too little of computer science concepts, too many…

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…

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.

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.

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…

Investigation of virtual reality concept based on system analysis of conceptual series

NASA Astrophysics Data System (ADS)

Romanova, A.; Shuklin, D. A.; Kalinkina, M. E.; Gotskaya, I. B.; Ponomarev, Y. E.

2018-05-01

The paper covers approaches to the definition of virtual reality from the point of view of the humanitarian sciences and technology. Each approach analyzing problems of concept perception of methods interpreted by representatives of philosophy, psychology and sociology is singled out. Terminological analysis of the basic concepts is carried out and their refinement is constructed in the process of comparing the concepts of virtuality and virtual reality. Using the analysis of selected sources, a number of singularity characteristics of the given concept are singled out and its definition is specified. Results consist in combining the interpretation of all approaches to determine the concept of virtual reality. Due to the use of a comprehensive approach to the definition of the investigated concept, which allows us to consider the object of research as a set of elements that are subject to study with the help of a corresponding set of methods, one can conclude that the concept under study is complex and multifaceted. The authors noted that virtual reality technologies have a flexible concept depending on the field of application.

Science teaching in science education

NASA Astrophysics Data System (ADS)

Callahan, Brendan E.; Dopico, Eduardo

2016-06-01

Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

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

NASA Astrophysics Data System (ADS)

Taylor, Dale L.; Booth, Shirley

2015-05-01

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 of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

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.

Translational Epidemiology in Psychiatry

PubMed Central

Weissman, Myrna M.; Brown, Alan S.; Talati, Ardesheer

2012-01-01

Translational research generally refers to the application of knowledge generated by advances in basic sciences research translated into new approaches for diagnosis, prevention, and treatment of disease. This direction is called bench-to-bedside. Psychiatry has similarly emphasized the basic sciences as the starting point of translational research. This article introduces the term translational epidemiology for psychiatry research as a bidirectional concept in which the knowledge generated from the bedside or the population can also be translated to the benches of laboratory science. Epidemiologic studies are primarily observational but can generate representative samples, novel designs, and hypotheses that can be translated into more tractable experimental approaches in the clinical and basic sciences. This bedside-to-bench concept has not been explicated in psychiatry, although there are an increasing number of examples in the research literature. This article describes selected epidemiologic designs, providing examples and opportunities for translational research from community surveys and prospective, birth cohort, and family-based designs. Rapid developments in informatics, emphases on large sample collection for genetic and biomarker studies, and interest in personalized medicine—which requires information on relative and absolute risk factors—make this topic timely. The approach described has implications for providing fresh metaphors to communicate complex issues in interdisciplinary collaborations and for training in epidemiology and other sciences in psychiatry. PMID:21646577

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…

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

ERIC Educational Resources Information Center

Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

2005-01-01

Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

Scoping literature review on the Learning Organisation concept as applied to the health system.

PubMed

Akhnif, E; Macq, J; Idrissi Fakhreddine, M O; Meessen, B

2017-03-01

ᅟ: There is growing interest in the use of the management concept of a 'learning organisation'. The objective of this review is to explore work undertaken towards the application of this concept to the health sector in general and to reach the goal of universal health coverage in particular. Of interest are the exploration of evaluation frameworks and their application in health. We used a scoping literature review based on the York methodology. We conducted an online search using selected keywords on some of the main databases on health science, selected websites and main reference books on learning organisations. We restricted the focus of our search on sources in the English language only. Inclusive and exclusive criteria were applied to arrive at a final list of articles, from which information was extracted and then selected and inserted in a chart. We identified 263 articles and other documents from our search. From these, 50 articles were selected for a full analysis and 27 articles were used for the summary. The majority of the articles concerned hospital settings (15 articles, 55%). Seven articles (25%) were related to the application of the concept to the health centre setting. Four articles discussed the application of the concept to the health system (14%). Most of the applications involved high-income countries (21 articles, 78%), with only one article being related to a low-income country. We found 13 different frameworks that were applied to different health organisations. The scoping review allowed us to assess applications of the learning organisation concept to the health sector to date. Such applications are still rare, but are increasingly being used. There is no uniform framework thus far, but convergence as for the dimensions that matter is increasing. Many methodological questions remain unanswered. We also identified a gap in terms of the use of this concept in low- and middle-income countries and to the health system as a whole.

Fusion Sciences Education Outreach in the Middle Schools, an Unplanned Case Study

NASA Astrophysics Data System (ADS)

Danielson, C. A.

1997-11-01

Before bringing a class to General Atomics (GA) for the DIII--D educational tour, the teacher is provided with pre-tour materials which include a videotape, curriculum notebook and fusion poster. These materials are used in the classroom to familiarize students with fusion concepts before the tour. This presentation will focus on the results of projects of 7th grade students of Chula Vista Junior High School (a magnet school for performing arts with a majority of Hispanic students). The assignment given by Physics Teacher Caryn Hoffman to her students prior to the tour was to focus on one or two of the DIII--D tour guides, ask questions relating to their careers in science and then prepare a presentation based on their interviews and their tour experience. The completed projects were very diverse -- calendars, comic strips, newspapers, plays, and board games were some of the media the students used. Tour guides selected by the students ranged from physicists, designers and computer support personnel. Project results reflected a surprisingly good understanding of fusion science concepts. Subsequent classroom interviews with the students demonstrated an overall increase in science interest and a specific interest in plasma and fusion research.

Science supervisors' conceptions of biology and the field of science: A qualitative study

NASA Astrophysics Data System (ADS)

Young, Jean Radcliff

1999-12-01

This study examined the nature, source and formation of science supervisors' cognitive frameworks for biology and for the field of science and the impact of these frameworks on their work in school divisions. The design for this qualitative study was an emergent case study using ethnographic methods. The purposeful sample consisted of five science supervisors selected from different school divisions in three geographic regions of a middle-Atlantic state. Each participant had a background in biology, classroom teaching and full-time supervisory experience. To collect data for this study, an open-ended questionnaire was used to gain an understanding of the nature of the supervisors' conceptions of biology and for the field of science. Two semi-structured interviews, each lasting 1--2 hours in length, were designed to explore the source and formation of the supervisors' conceptual frameworks, and the impact of these frameworks on their work in school divisions. Data were inductively analyzed using a constant comparative approach. The major findings of this study were: (1) All of the supervisors in this study were remarkably cognizant of possessing a framework for biology and for the field of science. (2) The supervisors' frameworks were well-formed, relatively highly complex and showed a variety of organizational patterns. (3) All of the supervisors' diagrams showed evidence of coherent, integrated themes with emphasis on the importance of connections and interrelationships. (4) The supervisors were able to readily articulate sound rationales for construction of their diagrams. (5) Instead of seeing biology as an isolated discipline, the supervisors view biology in the context of science. Overall, the supervisors no longer see their frameworks as biology-content related, but as science-related. (6) Major influences on the source and formation of the supervisors' conceptual frameworks were a result of selected work-related experiences. (7) The supervisors' conceptual frameworks, in the context of implementation of state Standards of Learning, have had a major impact on their work in their school divisions with teachers and indirectly with students, parents and the public. Results are discussed in comparison with prior studies of non-supervisors using a similar methodology. Implications for educational practice and further research are included.

Spacelab mission development tests

NASA Technical Reports Server (NTRS)

Dalton, B. P.

1978-01-01

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

Magnetospheric Multiscale Instrument Suite Operations and Data System

NASA Technical Reports Server (NTRS)

Baker, D. N.; Riesberg, L.; Pankratz, C. K.; Panneton, R. S.; Giles, B. L.; Wilder, F. D.; Ergun, R. E.

2015-01-01

The four Magnetospheric Multiscale (MMS) spacecraft will collect a combined volume of approximately 100 gigabits per day of particle and field data. On average, only 4 gigabits of that volume can be transmitted to the ground. To maximize the scientific value of each transmitted data segment, MMS has developed the Science Operations Center (SOC) to manage science operations, instrument operations, and selection, downlink, distribution, and archiving of MMS science data sets. The SOC is managed by the Laboratory for Atmospheric and Space Physics (LASP) in Boulder, Colorado and serves as the primary point of contact for community participation in the mission. MMS instrument teams conduct their operations through the SOC, and utilize the SOC's Science Data Center (SOC) for data management and distribution. The SOC provides a single mission data archive for the housekeeping and science data, calibration data, ephemerides, attitude and other ancillary data needed to support the scientific use and interpretation. All levels of data products will reside at and be publicly disseminated from the SDC. Documentation and metadata describing data products, algorithms, instrument calibrations, validation, and data quality will be provided. Arguably, the most important innovation developed by the SOC is the MMS burst data management and selection system. With nested automation and 'Scientist-in-the-Loop' (SITL) processes, these systems are designed to maximize the value of the burst data by prioritizing the data segments selected for transmission to the ground. This paper describes the MMS science operations approach, processes and data systems, including the burst system and the SITL concept.

Magnetospheric Multiscale Instrument Suite Operations and Data System

NASA Astrophysics Data System (ADS)

Baker, D. N.; Riesberg, L.; Pankratz, C. K.; Panneton, R. S.; Giles, B. L.; Wilder, F. D.; Ergun, R. E.

2016-03-01

The four Magnetospheric Multiscale (MMS) spacecraft will collect a combined volume of ˜100 gigabits per day of particle and field data. On average, only 4 gigabits of that volume can be transmitted to the ground. To maximize the scientific value of each transmitted data segment, MMS has developed the Science Operations Center (SOC) to manage science operations, instrument operations, and selection, downlink, distribution, and archiving of MMS science data sets. The SOC is managed by the Laboratory for Atmospheric and Space Physics (LASP) in Boulder, Colorado and serves as the primary point of contact for community participation in the mission. MMS instrument teams conduct their operations through the SOC, and utilize the SOC's Science Data Center (SDC) for data management and distribution. The SOC provides a single mission data archive for the housekeeping and science data, calibration data, ephemerides, attitude and other ancillary data needed to support the scientific use and interpretation. All levels of data products will reside at and be publicly disseminated from the SDC. Documentation and metadata describing data products, algorithms, instrument calibrations, validation, and data quality will be provided. Arguably, the most important innovation developed by the SOC is the MMS burst data management and selection system. With nested automation and "Scientist-in-the-Loop" (SITL) processes, these systems are designed to maximize the value of the burst data by prioritizing the data segments selected for transmission to the ground. This paper describes the MMS science operations approach, processes and data systems, including the burst system and the SITL concept.

Managing forest structure and fire hazard--a tool for planners.

Treesearch

M.C. Johnson; D.L. Peterson; C.L. Raymond

2006-01-01

Fire planners and other resource managers need to examine a range of potential fuel and vegetation treatments to select options that will lead to desired outcomes for fire hazard and natural resource conditions. A new approach to this issue integrates concepts and tools from silviculture and fuel science to quantify outcomes for a large number of treatment options in...

Dynamics of Clothing II. Curriculum Guide. A Family and Consumer Sciences Education Course of Study for Grades 10-12.

ERIC Educational Resources Information Center

Hunger, Dean-Ellen, Ed.; Hancey, Helen-Louise; Hendrickson, Diane; Hicks, Camille; Munns, Barbara; Price, Barbara

This document is a nine-unit curriculum guide for a high school (grades 10-12) course in clothing instruction. The units contain one or two lessons on the following topics: (1) psychological aspects of clothing (behavior, image, and dress; self-concept and self-image); (2) wardrobe selections (wardrobe consumerism, wardrobe evaluation and…

Radioisotope Heater Unit-Based Stirling Power Convertor Development at NASA Glenn Research Center

NASA Technical Reports Server (NTRS)

Wilson, Scott D.; Geng, Steven M.; Penswick, Lawrence; Schmitz, Paul C.

2017-01-01

Stirling Radioisotope Power Systems (RPS) are being developed as an option to provide power on future space science missions where robotic spacecraft will orbit, flyby, land or rove. A variety of mission concepts have been studied by NASA and the U. S. Department of Energy that would utilize RPS for landers, probes, and rovers and only require milliwatts to tens of watts of power. These missions would contain science measuring instruments that could be distributed across planetary surfaces or near objects of interest in space solar flux insufficient for using solar cells. A low power Stirling convertor is being developed to provide an RPS option for future low power applications. Initial concepts convert heat available from several Radioisotope Heater Units to electrical power for spacecraft instruments and communication. Initial development activity includes defining and evaluating a variety of Stirling configurations and selecting one for detailed design, research of advanced manufacturing methods that could simplify fabrication, evaluating thermal interfaces, characterizing components and subassemblies to validate design codes, and preparing for an upcoming demonstration of proof of concept in a laboratory environment.

A Didactical User Guide for E-Learning in Science

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2002-12-01

Development of e-learning courseware differs in many ways from conventional teaching, for example in terms of the role of tutors and students. Not all contents are suitable for e-learning; the construction of interactive graphs and complex animations is time-consuming and should be efficient and advantageous over an in-class lectures. Learning goals and tests are more important in e-learning than in conventional teaching; tests may be conditional, i.e. progression may be made dependent on successful completion of a test. Prior to production of an e-learning course, it is advised to develop a didactical concept, especially if e-learning strategies are missing in an organisation. The expectations on readily available pedagogical guidelines and didactic concepts from the point of view of science content providers are high. Here, concepts of e-pedagogy are introduced, and the highlights of a Didactical User Guide for E-Learning produced by Berne University, Switzerland and published by h.e.p. Publ. Switzerland in fall 2002 are presented. Selected didactic elements such as interactivity, communication, role of tutor and student are illustrated with an e-learning course on tropospheric ozone.

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.

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…

A Analysis of Saudi Arabian High School Students' Misconceptions about Physics Concepts.

NASA Astrophysics Data System (ADS)

Al-Rubayea, Abdullah A. M.

This study was conducted to explore Saudi high students' misconceptions in selected physics concepts. It also detected the effects of gender, grade level and location of school on Saudi high school students' misconceptions. In addition, a further analysis of students' misconceptions in each question was investigated and a correlation between students' responses, confidence in answers and sensibleness was conducted. There was an investigation of sources of students' answers in this study. Finally, this study included an analysis of students' selection of reasons only in the instrument. The instrument used to detect the students' misconceptions was a modified form of the Misconception Identification in Science Questionnaire (MISQ). This instrument was developed by Franklin (1992) to detected students' misconceptions in selected physics concepts. This test is a two-tier multiple choice test that examines four areas of physics: Force and motion, heat and temperature, light and color and electricity and magnetism. This study included a sample of 1080 Saudi high school students who were randomly selected from six Saudi educational districts. This study also included both genders, the three grade levels of Saudi high schools, six different educational districts, and a city and a town in each educational district. The sample was equally divided between genders, grade levels, and educational districts. The result of this study revealed that Saudi Arabian high school students hold numerous misconceptions about selected physics concepts. It also showed that tenth grade students were significantly different than the other grades. The result also showed that different misconceptions are held by the students for each concept in the MISQ. A positive correlation between students' responses, confidence in answers and sensibleness in many questions was shown. In addition, it showed that guessing was the most dominant source of misconceptions. The result revealed that gender and grade level had an affect on students' choice of decision on the MISQ items. A positive change in the means of gender and grade levels in the multiple choice test and gender differences in selection of reason may be associated with specific concepts. No significant difference in frequencies of the reasons chosen by the student to justify their answers were found in most of the items (10 items).

A developmental analysis of certain Piagetian concepts among some Nigerian children

NASA Astrophysics Data System (ADS)

Ehindero, O. J.

The concepts of distance, area, and the coordinate reference systems were investigated in relation to the displacement volume task among 300 randomly selected primary and high school children in Nigeria. Piaget and Inhelder (1971) theorized a developmental progression in the acquisition of these concepts among Genevan children, and a number of studies have confirmed pancultural stability in the acquisition of these concepts. Four tasks were used to investigate the acquistion of these concepts developmentally, and the data obtained were analyzed by the chi-square, Pearson correlation coefficient and the 50% success criterion suggested by Laurendea and Pinard (1962, 1970). The data confirmed Piaget's theorizing but when compared with similar studies in Europe and America (Lovell (1971), Dasen (1972), & Karplus et al. (1977), a developmental lag of about two years was observed among the Nigerian Ss. The concept of horizontal decalages was discussed in relation to the data including some implications for science teaching particularly in developing countries.

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.

Volume 42, Issue5 (May 2005)Articles in the Current Issue:Developmental growth in students' concept of energy: Analysis of selected items from the TIMSS database

NASA Astrophysics Data System (ADS)

Liu, Xiufeng; McKeough, Anne

2005-05-01

The aim of this study was to develop a model of students' energy concept development. Applying Case's (1985, 1992) structural theory of cognitive development, we hypothesized that students' concept of energy undergoes a series of transitions, corresponding to systematic increases in working memory capacity. The US national sample from the Third International Mathematics and Science Study (TIMSS) database was used to test our hypothesis. Items relevant to the energy concept in the TIMSS test booklets for three populations were identified. Item difficulty from Rasch modeling was used to test the hypothesized developmental sequence, and percentage of students' correct responses was used to test the correspondence between students' age/grade level and level of the energy concepts. The analysis supported our hypothesized sequence of energy concept development and suggested mixed effects of maturation and schooling on energy concept development. Further, the results suggest that curriculum and instruction design take into consideration the developmental progression of students' concept of energy.

Nitrogen dynamics in flooded soil systems: an overview on concepts and performance of models

PubMed Central

Nurulhuda, Khairudin; Gaydon, Donald S; Jing, Qi; Zakaria, Mohamad P; Struik, Paul C

2017-01-01

Abstract Extensive modelling studies on nitrogen (N) dynamics in flooded soil systems have been published. Consequently, many N dynamics models are available for users to select from. With the current research trend, inclined towards multidisciplinary research, and with substantial progress in understanding of N dynamics in flooded soil systems, the objective of this paper is to provide an overview of the modelling concepts and performance of 14 models developed to simulate N dynamics in flooded soil systems. This overview provides breadth of knowledge on the models, and, therefore, is valuable as a first step in the selection of an appropriate model for a specific application. © 2017 The Authors. Journal of The Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry. PMID:28940491

A Note on the Usefulness of the Behavioural Rasch Selection Model for Causal Inference in the Social Sciences

NASA Astrophysics Data System (ADS)

Rabbitt, Matthew P.

2016-11-01

Social scientists are often interested in examining causal relationships where the outcome of interest is represented by an intangible concept, such as an individual's well-being or ability. Estimating causal relationships in this scenario is particularly challenging because the social scientist must rely on measurement models to measure individual's properties or attributes and then address issues related to survey data, such as omitted variables. In this paper, the usefulness of the recently proposed behavioural Rasch selection model is explored using a series of Monte Carlo experiments. The behavioural Rasch selection model is particularly useful for these types of applications because it is capable of estimating the causal effect of a binary treatment effect on an outcome that is represented by an intangible concept using cross-sectional data. Other methodology typically relies of summary measures from measurement models that require additional assumptions, some of which make these approaches less efficient. Recommendations for application of the behavioural Rasch selection model are made based on results from the Monte Carlo experiments.

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…

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 potential from a Europa lander.

PubMed

Pappalardo, R T; Vance, S; Bagenal, F; Bills, B G; Blaney, D L; Blankenship, D D; Brinckerhoff, W B; Connerney, J E P; Hand, K P; Hoehler, T M; Leisner, J S; Kurth, W S; McGrath, M A; Mellon, M T; Moore, J M; Patterson, G W; Prockter, L M; Senske, D A; Schmidt, B E; Shock, E L; Smith, D E; Soderlund, K M

2013-08-01

The prospect of a future soft landing on the surface of Europa is enticing, as it would create science opportunities that could not be achieved through flyby or orbital remote sensing, with direct relevance to Europa's potential habitability. Here, we summarize the science of a Europa lander concept, as developed by our NASA-commissioned Science Definition Team. The science concept concentrates on observations that can best be achieved by in situ examination of Europa from its surface. We discuss the suggested science objectives and investigations for a Europa lander mission, along with a model planning payload of instruments that could address these objectives. The highest priority is active sampling of Europa's non-ice material from at least two different depths (0.5-2 cm and 5-10 cm) to understand its detailed composition and chemistry and the specific nature of salts, any organic materials, and other contaminants. A secondary focus is geophysical prospecting of Europa, through seismology and magnetometry, to probe the satellite's ice shell and ocean. Finally, the surface geology can be characterized in situ at a human scale. A Europa lander could take advantage of the complex radiation environment of the satellite, landing where modeling suggests that radiation is about an order of magnitude less intense than in other regions. However, to choose a landing site that is safe and would yield the maximum science return, thorough reconnaissance of Europa would be required prior to selecting a scientifically optimized landing site.

Security giving in surrogacy motherhood process as a caring model for commissioning mothers: A theory synthesis.

PubMed

Zandi, Mitra; Vanaki, Zohreh; Shiva, Marziyeh; Mohammadi, Eesa; Bagheri-Lankarani, Narges

2016-07-01

Despite the increasing use of surrogacy, there are no caring theories/models that serve as the basis for nursing care to surrogacy commissioning mothers. This study has designed a model for caring of surrogacy commissioning mothers in 2013. The theory synthesis of Walker and Avant's strategies of theory construction (2011) was used to design a caring model/theory. The theory synthesis includes three stages: (i) selection of focal concept (the concept of "security giving in motherhood" was selected); (ii) review of studies in order to identify factors related to focal concept relevant studies (42 articles and 13 books) were reviewed, statements and concepts related to focal concept were then extracted and classified, and their relations were specified; and (iii) organization of concepts and statements within a relevant general and effective manifestation of the phenomenon under study which led to developing of a model. In this caring model/theory, entitled "security giving in surrogacy motherhood", nurses roles were conceptualized within the conceptual framework that includes three main roles: (i) coordination; (ii) participation; and (iii) security giving (physical, emotional, and legal support; empowerment; presence; relationship management between both parties and advocacy). Training surrogacy specialist nurses and establishment of surrogacy care centers are important factors for implementation of the model. This model could help to provided better caring for surrogacy clients, especially for commissioning mothers. © 2016 Japan Academy of Nursing Science.

Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

NASA Astrophysics Data System (ADS)

Sickel, Aaron J.; Friedrichsen, Patricia

2018-02-01

Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

Identifying and communicating the contributions of library and information services in hospitals and academic health sciences centers.

PubMed

Abels, Eileen G; Cogdill, Keith W; Zach, Lisl

2004-01-01

This article introduces a systematic approach to identifying and communicating the value of library and information services (LIS) from the perspective of their contributions to achieving organizational goals. The contributions of library and information services (CLIS) approach for identifying and communicating the value of LIS draws on findings from a multimethod study of hospitals and academic health sciences centers. The CLIS approach is based on the concept that an individual unit's value to an organization can be demonstrated by identifying and measuring its contributions to organizational goals. The CLIS approach involves seven steps: (1) selecting appropriate organizational goals that are meaningful in a specific setting; (2) linking LIS contributions to organizational goals; (3) obtaining data from users on the correspondence between LIS contributions and LIS services; (4) selecting measures for LIS services; (5) collecting and analyzing data for the selected measures; (6) planning and sustaining communication with administrators about LIS contributions; and (7) evaluating findings and revising selected goals, contributions, and services as necessary. The taxonomy of LIS contributions and the CLIS approach emerged from research conducted in hospitals and academic health sciences centers and reflect the mission and goals common in these organizations. However, both the taxonomy and the CLIS approach may be adapted for communicating the value of LIS in other settings.

Recognizing lexical and semantic change patterns in evolving life science ontologies to inform mapping adaptation.

PubMed

Dos Reis, Julio Cesar; Dinh, Duy; Da Silveira, Marcos; Pruski, Cédric; Reynaud-Delaître, Chantal

2015-03-01

Mappings established between life science ontologies require significant efforts to maintain them up to date due to the size and frequent evolution of these ontologies. In consequence, automatic methods for applying modifications on mappings are highly demanded. The accuracy of such methods relies on the available description about the evolution of ontologies, especially regarding concepts involved in mappings. However, from one ontology version to another, a further understanding of ontology changes relevant for supporting mapping adaptation is typically lacking. This research work defines a set of change patterns at the level of concept attributes, and proposes original methods to automatically recognize instances of these patterns based on the similarity between attributes denoting the evolving concepts. This investigation evaluates the benefits of the proposed methods and the influence of the recognized change patterns to select the strategies for mapping adaptation. The summary of the findings is as follows: (1) the Precision (>60%) and Recall (>35%) achieved by comparing manually identified change patterns with the automatic ones; (2) a set of potential impact of recognized change patterns on the way mappings is adapted. We found that the detected correlations cover ∼66% of the mapping adaptation actions with a positive impact; and (3) the influence of the similarity coefficient calculated between concept attributes on the performance of the recognition algorithms. The experimental evaluations conducted with real life science ontologies showed the effectiveness of our approach to accurately characterize ontology evolution at the level of concept attributes. This investigation confirmed the relevance of the proposed change patterns to support decisions on mapping adaptation. Copyright © 2014 Elsevier B.V. All rights reserved.

DESTINY+ Trajectory Design to (3200) Phaethon

NASA Astrophysics Data System (ADS)

Sarli, Bruno Victorino; Horikawa, Makoto; Yam, Chit Hong; Kawakatsu, Yasuhiro; Yamamoto, Takayuki

2018-03-01

This work explores the target selection and trajectory design of the mission candidate for ISAS/JAXA's small science satellite series, DESTINY PLUS or DESTINY+. This mission combines unique aspects of the latest satellite technology and exploration of transition bodies to fill a technical and scientific gap in the Japanese space science program. The spacecraft is targeted to study the comet-asteroid transition body (3200) Phaethon through a combination of low-thrust propulsion and Earth Gravity Assist. The trajectory design concept is presented in details together with the launch window and flyby date analysis. Alternative targets for a possible mission extension scenario are also explored.

Large Deployable Reflector (LDR) feasibility study update

NASA Technical Reports Server (NTRS)

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

1983-01-01

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

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.

Progress on DCLL Blanket Concept

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

Wong, Clement; Abdou, M.; Katoh, Yutai

2013-09-01

Under the US Fusion Nuclear Science and Technology Development program, we have selected the Dual Coolant Lead Lithium concept (DCLL) as a reference blanket, which has the potential to be a high performance DEMO blanket design with a projected thermal efficiency of >40%. Reduced activation ferritic/martensitic (RAF/M) steel is used as the structural material. The self-cooled breeder PbLi is circulated for power conversion and for tritium breeding. A SiC-based flow channel insert (FCI) is used as a means for magnetohydrodynamic pressure drop reduction from the circulating liquid PbLi and as a thermal insulator to separate the high-temperature PbLi (~700°C) frommore » the helium-cooled RAF/M steel structure. We are making progress on related R&D needs to address critical Fusion Nuclear Science and Facility (FNSF) and DEMO blanket development issues. When performing the function as the Interface Coordinator for the DCLL blanket concept, we had been developing the mechanical design and performing neutronics, structural and thermal hydraulics analyses of the DCLL TBM module. We had estimated the necessary ancillary equipment that will be needed at the ITER site and a detailed safety impact report has been prepared. This provided additional understanding of the DCLL blanket concept in preparation for the FNSF and DEMO. This paper will be a summary report on the progress of the DCLL TBM design and R&Ds for the DCLL blanket concept.« less

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…

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

NASA Astrophysics Data System (ADS)

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

2018-05-01

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

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…

The technology-science relationship: Some curriculum implications

NASA Astrophysics Data System (ADS)

Gardner, Paul L.

1990-01-01

Technology encompasses the goods and services which people make and provide to meet human needs, and the processes and systems used for their development and delivery. Although technology and science are related, a distinction can be made between their purposes and outcomes. This paper considers four possible approaches to teaching students about the relationship between technology and science. A technology-as-illustration approach treats technology as if it were applied science; artefacts are presented to illustrate scientific principles. A cognitive-motivational approach also treats technology as applied science, but presents technology early in the instructional sequence in order to promote student interest and understanding. In an artefact approach, learners study artefacts as systems in order to understand the scientific principles which explain their workings. Finally, a technology-as-process approach emphasises the role of technological capability; in this approach, scientific concepts do not have privileged status as a basis for selecting curriculum content.

Conceptions of Good Science in Our Data-Rich World.

PubMed

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

2016-10-01

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

Conceptions of Good Science in Our Data-Rich World

PubMed Central

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

2016-01-01

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

Materials Data Science: Current Status and Future Outlook

NASA Astrophysics Data System (ADS)

Kalidindi, Surya R.; De Graef, Marc

2015-07-01

The field of materials science and engineering is on the cusp of a digital data revolution. After reviewing the nature of data science and Big Data, we discuss the features of materials data that distinguish them from data in other fields. We introduce the concept of process-structure-property (PSP) linkages and illustrate how the determination of PSPs is one of the main objectives of materials data science. Then we review a selection of materials databases, as well as important aspects of materials data management, such as storage hardware, archiving strategies, and data access strategies. We introduce the emerging field of materials data analytics, which focuses on data-driven approaches to extract and curate materials knowledge from available data sets. The critical need for materials e-collaboration platforms is highlighted, and we conclude the article with a number of suggestions regarding the near-term future of the materials data science field.

Evaluation of Online Teacher and Student Materials for the Framework for K-12 Science Education Science and Engineering Crosscutting Concepts

ERIC Educational Resources Information Center

Schwab, Patrick

2013-01-01

The National Research Council developed and published the "Framework for K-12 Science Education," a new set of concepts that many states were planning on adopting. Part of this new endeavor included a set of science and engineering crosscutting concepts to be incorporated into science materials and activities, a first in science…

Grist to the Mill of Anti-evolutionism: The Failed Strategy of Ruling the Supernatural Out of Science by Philosophical Fiat

NASA Astrophysics Data System (ADS)

Boudry, Maarten; Blancke, Stefaan; Braeckman, Johan

2012-08-01

According to a widespread philosophical opinion, science is strictly limited to investigating natural causes and putting forth natural explanations. Lacking the tools to evaluate supernatural claims, science must remain studiously neutral on questions of metaphysics. This (self-imposed) stricture, which goes under the name of `methodological naturalism', allows science to be divorced from metaphysical naturalism or atheism, which many people tend to associate with it. However, ruling the supernatural out of science by fiat is not only philosophically untenable, it actually provides grist to the mill of anti-evolutionism. The philosophical flaws in this conception of methodological naturalism have been gratefully exploited by advocates of intelligent design creationism to bolster their false accusations of naturalistic bias and dogmatism on the part of modern science. We argue that it promotes a misleading view of the scientific endeavor and is at odds with the foremost arguments for evolution by natural selection. Reconciling science and religion on the basis of such methodological strictures is therefore misguided.

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.

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.

MUSE - Mission to the Uranian system: Unveiling the evolution and formation of ice giants

NASA Astrophysics Data System (ADS)

Bocanegra-Bahamón, Tatiana; Bracken, Colm; Costa Sitjà, Marc; Dirkx, Dominic; Gerth, Ingo; Konstantinidis, Kostas; Labrianidis, Christos; Laneuville, Matthieu; Luntzer, Armin; MacArthur, Jane L.; Maier, Andrea; Morschhauser, Achim; Nordheim, Tom A.; Sallantin, Renaud; Tlustos, Reinhard

2015-05-01

The planet Uranus, one of the two ice giants in the Solar System, has only been visited once by the Voyager 2 spacecraft in 1986. Ice giants represent a fundamental class of planets, and many known exoplanets fall within this category. Therefore, a dedicated mission to an ice giant is crucial to improve the understanding of the formation, evolution and current characteristics of such planets in order to extend the knowledge of both the Solar System and exoplanetary systems. In the study at hand, the rationale, selection, and conceptual design for a mission to investigate the Uranian system, as an archetype for ice giants, is presented. A structured analysis of science questions relating to the Uranian system is performed, categorized by the themes atmosphere, interior, moons and rings, and magnetosphere. In each theme, science questions are defined, with their relative importance in the theme quantified. Additionally, top-level weights for each theme are defined, with atmosphere and interior weighted the strongest, as they are more related to both exoplanetary systems and the Uranian system, than the other two themes (which are more specific for the planet itself). Several top level mission architecture aspects have been defined, from which the most promising concepts were generated using heuristic methods. A trade-off analysis of these concepts is presented, separately, for engineering aspects, such as cost, complexity, and risk, and for science aspects. The science score for each mission is generated from the capability of each mission concept to answer the science questions. The trade-off results in terms of relative science and engineering weight are presented, and competitive mission concepts are analyzed based on the preferred mission type. A mission design point for a typical flagship science mission is selected from the trade space. It consists of a Uranus orbiter with a dry mass of 2073 kg including 402 kg of payload and a Uranus entry probe, which is to perform measurements down 100 bar atmospheric pressure. The orbiter science phase will consist of a Uranus orbit phase of approximately 2 years in a highly elliptical orbit, during which 36 Uranus orbits are performed. Subsequently, a moon phase is performed, during which the periapsis will be raised in five steps, facilitating 9 flybys of each of Uranus' major moons. A preliminary vehicle design is presented, seeking the best compromise between the design drivers, which basically derive from the large distance between Uranus and the Earth (e.g., high thermal load during Venus flyby, low thermal load during Uranus science phase, low data-rate during Uranus science phase, the need of radioisotope power source, etc). This paper is the result of a study carried out during the Alpbach Summer School 2012 "Exploration of the icy planets and their systems" and a one-week follow-up meeting in Graz, Austria. The results of this study show that a flagship ESA L-class mission - consisting of an orbiter with a single atmospheric entry probe and flybys of the main satellites - would be able to address the set of science questions which are identified in the study at hand as the most essential for the understanding of Uranus and its system. The spacecraft, as currently designed, could be launched with an Ariane 5, in 2026, arriving at Uranus in 2044, and operating until 2050. The development of a radioactive power source is the main requirement for feasibility for this mission.

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…

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.

Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation sponsored conference on the construction of concept inventories in the biological sciences.

PubMed

Garvin-Doxas, Kathy; Klymkowsky, Michael; Elrod, Susan

2007-01-01

The meeting "Conceptual Assessment in the Biological Sciences" was held March 3-4, 2007, in Boulder, Colorado. Sponsored by the National Science Foundation and hosted by University of Colorado, Boulder's Biology Concept Inventory Team, the meeting drew together 21 participants from 13 institutions, all of whom had received National Science Foundation funding for biology education. Topics of interest included Introductory Biology, Genetics, Evolution, Ecology, and the Nature of Science. The goal of the meeting was to organize and leverage current efforts to develop concept inventories for each of these topics. These diagnostic tools are inspired by the success of the Force Concept Inventory, developed by the community of physics educators to identify student misconceptions about Newtonian mechanics. By working together, participants hope to lessen the risk that groups might develop competing rather than complementary inventories.

Star-shaped Polymers through Simple Wavelength-Selective Free-Radical Photopolymerization.

PubMed

Eibel, Anna; Fast, David E; Sattelkow, Jürgen; Zalibera, Michal; Wang, Jieping; Huber, Alex; Müller, Georgina; Neshchadin, Dmytro; Dietliker, Kurt; Plank, Harald; Grützmacher, Hansjörg; Gescheidt, Georg

2017-11-06

Star-shaped polymers represent highly desired materials in nanotechnology and life sciences, including biomedical applications (e.g., diagnostic imaging, tissue engineering, and targeted drug delivery). Herein, we report a straightforward synthesis of wavelength-selective multifunctional photoinitiators (PIs) that contain a bisacylphosphane oxide (BAPO) group and an α-hydroxy ketone moiety within one molecule. By using three different wavelengths, these photoactive groups can be selectively addressed and activated, thereby allowing the synthesis of ABC-type miktoarm star polymers through a simple, highly selective, and robust free-radical polymerization method. The photochemistry of these new initiators and the feasibility of this concept were investigated in unprecedented detail by using various spectroscopic techniques. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

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…

Learning physical descriptors for materials science by compressed sensing

NASA Astrophysics Data System (ADS)

Ghiringhelli, Luca M.; Vybiral, Jan; Ahmetcik, Emre; Ouyang, Runhai; Levchenko, Sergey V.; Draxl, Claudia; Scheffler, Matthias

2017-02-01

The availability of big data in materials science offers new routes for analyzing materials properties and functions and achieving scientific understanding. Finding structure in these data that is not directly visible by standard tools and exploitation of the scientific information requires new and dedicated methodology based on approaches from statistical learning, compressed sensing, and other recent methods from applied mathematics, computer science, statistics, signal processing, and information science. In this paper, we explain and demonstrate a compressed-sensing based methodology for feature selection, specifically for discovering physical descriptors, i.e., physical parameters that describe the material and its properties of interest, and associated equations that explicitly and quantitatively describe those relevant properties. As showcase application and proof of concept, we describe how to build a physical model for the quantitative prediction of the crystal structure of binary compound semiconductors.

Pupils' liking for school: ability grouping, self-concept and perceptions of teaching.

PubMed

Ireson, Judith; Hallam, Susan

2005-06-01

Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the amount of setting implemented in school. A stratified sample of 45 mixed secondary comprehensive schools was selected for the research. Schools represented a variety of ability-grouping practices in the lower school (Years 7-9), from completely mixed-ability to setting in all academic subjects. All Year 9 pupils were included in the sample. Pupils completed a questionnaire containing items on their self-concept, liking for school, and their perceptions of teaching in English, mathematics, and science. Data on pupils' gender, ethnic origin, social disadvantage and attainment was also collected. The properties and correlates of scales indicating pupils' liking for school and their perceptions of teaching in English, mathematics, and science are established. Liking for school is greater among girls, pupils with higher academic self-concepts, and those with more positive perceptions of teaching. Pupils are more positive about teaching they experience in English than in mathematics or science. When other variables are statistically controlled, there is no significant effect of the extent of ability grouping in the school as a whole. Affective aspects of learning should not be neglected in the drive to raise standards.

The impact of real-time, Internet experiments versus interactive, asynchronous replays of experiments on high school students science concepts and attitudes

NASA Astrophysics Data System (ADS)

Kubasko, Dennis S., Jr.

The purpose of this study was to investigate whether students' learning experiences were similar or different with an interactive, live connection via the Internet in real-time to an Atomic Force Microscope (AFM) versus a stored replay of AFM experiments. Did the two treatments influence students' attitudes towards the learning experience? Are there differences in students' understandings of viruses and science investigations? In addition, this study investigated treatment effects on students' understandings of the nature of science. The present study drew upon the research that examined students' attitudes toward science, students' views of the nature of science, instructional technology in education, and prior research on the nanoManipulator. Specific efforts have been made to address reform efforts in science education throughout the literature review. Eighty-five high school biology students participated in the nanoManipulator experience (44 males, 41 females, 64 Euro-American, 16 African-American, and 5 of other ethnicities). Two high school classes were randomly selected and administered the interactive, real-time treatment. Two different high school classes were randomly selected and administered the limited-interaction, experimental replay treatment. The intervention occurred over a one-week period. Qualitative and quantitative measures were used to examine the differences between two treatment conditions. Experiential, affective, cognitive, and the nature of science domains were assessed. Findings show that the questions and statements made in synchronous time by the live treatment group were significantly different than students' questions and statements in asynchronous communication. Students in the replay treatment made more statements about what they learned or knew about the experience than did students in the live experience. Students in both groups showed significant gains in understanding viruses (particularly viral dimensionality and shape). Students' attitudes towards learning about science concepts weren't different from one group to the other, but all students changed their views independent of treatment condition. Across treatment groups students performed similarly on all assessment instruments used to measure the nature of science domain. Furthermore, there were no significant differences, pre-test to post-test between groups or due to interaction. These findings show that students' investigations using the Internet and stored replay experiences can assist science educators in providing student with more inquiry-based experiences.

Thinking Connections: Concept Maps for Life Science. Book B.

ERIC Educational Resources Information Center

Burggraf, Frederick

The concept maps contained in this book (for grades 7-12) span 35 topics in life science. Topics were chosen using the National Science Education Standards as a guide. The practice exercise in concept mapping is included to give students an idea of what the tasks ahead will be in content rich maps. Two levels of concept maps are included for each…

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

NASA Astrophysics Data System (ADS)

Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear to be sensitive to different perceptual preferences. Students with different preferences for auditory, visual, and tactile modalities, when learning, seem to benefit equally from learning cycle exposure. Increased use of a double blind for future learning styles research was recommended.

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…

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…

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…

Perceptions of selected science careers by African American high school males

NASA Astrophysics Data System (ADS)

Ijames, Erika Denise

Research indicates that internal and external factors such as role models, stereotypes, and pressures placed on African American males by their family and friends influence their perceptions of science careers (Assibey-Mensah, 1997; Hess & Leal, 1997; Jacobowitz, 1983; Maple & Stage, 1991; Thomas, 1989; Ware & Lee, 1988). The purpose of this research was to investigate the perceptions of African American high school males about selected science careers based on apparent internal and external factors. Two questions guided this research: (1) What are high school African American males' perceptions of science careers? (2) What influences high school African American males' perceptions of science careers? This research was based on a pilot study in which African American college males perceived a selection of science careers along racial and gender lines. The follow-up investigation was conducted at Rockriver High School in Acorn County, and the participants were three college-bound African American males. The decision to choose males was based on the concept of occupational niching along gender lines. In biology, niching is defined as the role of a particular species regarding space and reproduction, and its interactions with other factors. During the seven-week period of the students' senior year, they met with the researcher to discuss their perceptions of science careers. An ethnographic approach was used to allow a richer and thicker narrative to occur. Critical theory was used to describe and interpret the voices of the participants from a social perspective. The data collected were analyzed using a constant comparative analysis technique. The participants revealed role models, negative stereotypes, peer pressure, social pressures, and misconceptions as some of the factors that influenced their perceptions of science careers. Results of this research suggest that by dispelling the misconceptions, educators can positively influence the attitudes and perceptions of their students about science careers and possibly increase the number of African American men as well as other minorities currently underrepresented in some science careers.

Boron-selective reactions as powerful tools for modular synthesis of diverse complex molecules.

PubMed

Xu, Liang; Zhang, Shuai; Li, Pengfei

2015-12-21

In the context of modular and rapid construction of molecular diversity and complexity for applications in organic synthesis, biomedical and materials sciences, a generally useful strategy has emerged based on boron-selective chemical transformations. In the last decade, these types of reactions have evolved from proof-of-concept to some advanced applications in the efficient preparation of complex natural products and even automated precise manufacturing on the molecular level. These advances have shown the great potential of boron-selective reactions in simplifying synthetic design and experimental operations, and should inspire new developments in related chemical and technological areas. This tutorial review will highlight the original contributions and representative advances in this emerging field.

Accuracy of sign interpreting and real-time captioning of science videos for the delivery of instruction to deaf students

NASA Astrophysics Data System (ADS)

Sadler, Karen L.

2009-04-01

The purpose of this study was to quantitatively examine the impact of third-party support service providers on the quality of science information available to deaf students in regular science classrooms. Three different videotapes that were developed by NASA for high school science classrooms were selected for the study, allowing for different concepts and vocabulary to be examined. The focus was on the accuracy of translation as measured by the number of key science words included in the transcripts (captions) or videos (interpreted). Data were collected via transcripts completed by CART (computer assisted real-time captionists) or through videos of sign language interpreters. All participants were required to listen to and translate these NASA educational videos with no prior experience with this information so as not to influence their delivery. CART personnel using captions were found to be significantly more accurate in the delivery of science words as compared to the sign language interpreters in this study.

Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields.

PubMed

Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

2015-01-01

Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge-in particular in mathematics domains-influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees.

Perceived mathematical ability under challenge: a longitudinal perspective on sex segregation among STEM degree fields

PubMed Central

Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

2015-01-01

Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite interest in examining the gender disparities in STEM, these concepts have not been considered in tandem. In this manuscript, we investigate how perceived ability under challenge—in particular in mathematics domains—influences entry into the most sex-segregated and mathematics-intensive undergraduate degrees: physics, engineering, mathematics, and computer science (PEMC). Using nationally representative Education Longitudinal Study of 2002 (ELS) data, we estimate the influence of perceived ability under challenging conditions on advanced high school science course taking, selection of an intended STEM major, and specific major type 2 years after high school. Demonstrating the importance of specificity when discussing how gender influences STEM career pathways, the intersecting effects of gender and perceived ability under mathematics challenge were distinct for each scientific major category. Perceived ability under challenge in secondary school varied by gender, and was highly predictive of selecting PEMC and health sciences majors. Notably, women's 12th grade perceptions of their ability under mathematics challenge increased their probability of selecting PEMC majors over and above biology. In addition, gender moderated the effect of growth mindset on students' selection of health science majors. Perceptions of ability under challenge in general and verbal domains also influenced retention in and declaration of certain STEM majors. The implications of these results are discussed, with particular attention to access to advanced scientific coursework in high school and interventions aimed at enhancing young women's perceptions of their ability, in particular in response to the potentially inhibiting influence of stereotype threat on their pathways to scientific degrees. PMID:26113823

[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.

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…

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…

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.…

Service-Learning in the Undergraduate Geoscience Classroom: Establishing Community Partnerships to Enhance Education in Climate Change Science in Local Schools

NASA Astrophysics Data System (ADS)

Joseph, L. H.; Faust, R.

2009-12-01

The complexity of the science surrounding global climate change makes effective communication about this issue to the public difficult, especially at a time when many would argue that public understanding of science in general has decreased. As a service-learning project, a partnership was created between an upper-level environmental studies climate change class at Ursinus College (UC) and the UC Science In Motion (SIM) program to construct an appropriate lab activity that would foster scientific knowledge and abilities in high school students particularly in relation to basic climate change science. The Pennsylvania SIM program is a state-funded initiative to make a selection of lab activities, equipment, and expertise available to teachers at secondary schools at no cost to the schools with the goal to “strengthen the quality of science education for all.” The twelve SIM sites are dispersed throughout PA and serve over 200 school districts overall. The UC SIM program has served over 30 local schools with labs and activities from which the teachers may select. Prior to the partnership discussed here, there were no labs in the UC SIM program that incorporated the concepts of climate change and though a “drop-off” climate change lab was desired, the staff would have no time to design one. The adaptation of a previously written lab set on climate change was assigned as a project for the 9 environmental studies majors at UC enrolled in a Fall 2008 course exploring the science of global climate change. While an advanced course within the environmental studies curriculum, the science backgrounds of the college students themselves were mixed, ranging from science majors to students for whom this was the first or second science course taken at college. In addition to the typical load of coursework, the students worked in small groups on this project throughout the semester, collecting the supplies, testing and adapting the labs, creating a video to guide users through the lab, visiting a local high school for a trial run, and editing and writing the worksheets and teacher guides. It was necessary for the students to clearly understand the concepts behind the labs so the activities could be adapted and presented appropriately. Effective communication of the concepts through visuals and written work was also important. Continued coordination with UC SIM staff was required and helpful and the final product was turned over to the UC SIM for further adaptation and use. The college students appreciated the positive impact the lab could have on climate change science education even after the end of the semester and found it both motivating and rewarding. Partnering with an organization already established and utilized as a source of science education activities for the local school districts ensured quick dissemination of the lab activity. Between 1/09-6/09, ~12 teachers have used this global climate change lab with ~500 students of mixed academic levels. The lab has received positive feedback from teachers and supplies have been duplicated to meet demand, likely indicative of a desire for accessible lab activities within the field of environmental science.

The Integration of International Agricultural Concepts into Agricultural Science Programs in the North Central Region of the United States. Summary of Research 78.

ERIC Educational Resources Information Center

Ibezim, Don O.; McCracken, J. David

A study examined the extent to which international agricultural dimensions were taught in secondary agricultural programs and factors associated with the extent of integration. A systematic sampling technique was used to select a random sample of 332 of the 2,612 secondary agricultural teachers in 12 states of the North Central United States. Of…

Reaching Mars: multi-criteria R&D portfolio selection for Mars exploration technology planning

NASA Technical Reports Server (NTRS)

Smith, J. H.; Dolgin, B. P.; Weisbin, C. R.

2003-01-01

The exploration of Mars has been the focus of increasing scientific interest about the planet and its relationship to Earth. A multi-criteria decision-making approach was developed to address the question, Given a Mars program composed of mission concepts dependent on a variety of alternative technology development programs, which combination of technologies would enable missions to maximize science return under a constrained budget?.

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.

Content Analysis of the Concept of Addiction in High School Textbooks of Iran.

PubMed

Mirzamohammadi, Mohammad Hasan; Mousavi, Sayedeh Zainab; Massah, Omid; Farhoudian, Ali

2017-01-01

This research sought to determine how well the causes of addiction, addiction harms, and prevention of addiction have been noticed in high school textbooks. We used descriptive method to select the main related components of the addiction concept and content analysis method for analyzing the content of textbooks. The study population comprised 61 secondary school curriculum textbooks and study sample consisted of 14 secondary school textbooks selected by purposeful sampling method. The tools for collecting data were "content analysis inventory" which its validity was confirmed by educational and social sciences experts and its reliability has been found to be 91%. About 67 components were prepared for content analysis and were divided to 3 categories of causes, harms, and prevention of addiction. The analysis units in this study comprised phrases, topics, examples, course topics, words, poems, images, questions, tables, and exercises. Results of the study showed that the components of the addiction concept have presented with 212 remarks in the textbooks. Also, the degree of attention given to any of the 3 main components of the addiction concept were presented as follows: causes with 52 (24.52%) remarks, harm with 89 (41.98%) remarks, and prevention with 71 (33.49%) remarks. In high school textbooks, little attention has been paid to the concept of addiction and mostly its biological dimension were addressed while social, personal, familial, and religious dimensions of addiction have been neglected.

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.)

A systematic review of implementation frameworks of innovations in healthcare and resulting generic implementation framework.

PubMed

Moullin, Joanna C; Sabater-Hernández, Daniel; Fernandez-Llimos, Fernando; Benrimoj, Shalom I

2015-03-14

Implementation science and knowledge translation have developed across multiple disciplines with the common aim of bringing innovations to practice. Numerous implementation frameworks, models, and theories have been developed to target a diverse array of innovations. As such, it is plausible that not all frameworks include the full range of concepts now thought to be involved in implementation. Users face the decision of selecting a single or combining multiple implementation frameworks. To aid this decision, the aim of this review was to assess the comprehensiveness of existing frameworks. A systematic search was undertaken in PubMed to identify implementation frameworks of innovations in healthcare published from 2004 to May 2013. Additionally, titles and abstracts from Implementation Science journal and references from identified papers were reviewed. The orientation, type, and presence of stages and domains, along with the degree of inclusion and depth of analysis of factors, strategies, and evaluations of implementation of included frameworks were analysed. Frameworks were assessed individually and grouped according to their targeted innovation. Frameworks for particular innovations had similar settings, end-users, and 'type' (descriptive, prescriptive, explanatory, or predictive). On the whole, frameworks were descriptive and explanatory more often than prescriptive and predictive. A small number of the reviewed frameworks covered an implementation concept(s) in detail, however, overall, there was limited degree and depth of analysis of implementation concepts. The core implementation concepts across the frameworks were collated to form a Generic Implementation Framework, which includes the process of implementation (often portrayed as a series of stages and/or steps), the innovation to be implemented, the context in which the implementation is to occur (divided into a range of domains), and influencing factors, strategies, and evaluations. The selection of implementation framework(s) should be based not solely on the healthcare innovation to be implemented, but include other aspects of the framework's orientation, e.g., the setting and end-user, as well as the degree of inclusion and depth of analysis of the implementation concepts. The resulting generic structure provides researchers, policy-makers, health administrators, and practitioners a base that can be used as guidance for their implementation efforts.

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.…

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.

Laboratory Directed Research and Development Program FY98

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

Hansen, T.; Chartock, M.

1999-02-05

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

Cajal and the Conceptual Weakness of Neural Sciences

PubMed Central

Delgado-García, José M.

2015-01-01

The experimental and conceptual contributions of Santiago Ramón y Cajal remain almost as fresh and valuable as when his original proposals were published more than a century ago—a rare example, contrasting with other related sciences. His basic concepts on the neuron as the main building block of the central nervous system, the dynamic polarization principle as a way to understand how neurons deal with ongoing active processes, and brain local structural arrangements as a result of the functional specialization of selected neural circuits are concepts still surviving in present research papers dealing with brain function during the performance of cognitive and/or behavioral activities. What is more, the central dogma of the Neuroscience of today, i.e., brain plasticity as the morpho-functional substrate of memory and learning processes, was already proposed and documented with notable insights by Ramón y Cajal. From this background, I will try to discuss in this chapter which new functional and structural concepts have been introduced in contemporary Neuroscience and how we will be able to construct a set of basic principles underlying brain functions for the twenty-first century. PMID:26483644

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…

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…

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)

The relationship between participation in student-centered discussions and the academic achievement of fifth-grade science students

NASA Astrophysics Data System (ADS)

Mathues, Patricia Kelly

Although the social constructivist theory proposed by Vygotsky states the value of discourse as a contribution to the ability of the learner to create meaning, student-led discussions have often been relegated to the language arts classroom. The standards created by the National Council of Teachers of English and the International Reading Association have long recognized that learners create meaning in a social context. The National Science Education Standards have also challenged science teachers to facilitate discourse. However, the science standards document provides no specific structure through which such discourse should be taught. This study investigated the effectiveness of a discussion strategy provided by Shoop and Wright for teaching and conducting student-centered discussions (SCD). Fifth graders in one school were randomly selected and randomly assigned to one of two science classes; 22 students in one class learned and applied the SCD strategies while a second class with 19 students learned the same science concepts from a teacher using traditional methods as described by Cazden. This study used a pretest-posttest design to test the hypothesis that participation in SCD's would effect a difference in fifth-graders' abilities to comprehend science concepts. Results of independent-samples t-tests showed that while there was no significant difference between the mean ability scores of the two groups of subjects as measured by a standardized mental abilities test, the mean pretest score of the traditional group was significantly higher than the SCD group's mean pretest score. ANCOVA procedures demonstrated that the SCD group's mean posttest score was significantly higher than the mean posttest score of the traditional group. Data analysis supported the rejection of the null hypothesis. The investigator concluded that the SCD methodology contributed to students' understanding of the science concepts. Results of this study challenge content area teachers to provide direct instruction of the SCD strategies and to encourage students to engage in the construction of knowledge through such discourse. Future research should focus on the application of the SCD strategies in other settings and for various durations of time.

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.

SunRISE Mission Concept Step 2 Study Status

NASA Astrophysics Data System (ADS)

Alibay, F.; Kasper, J. C.; Lazio, J.; Neilsen, T. L.

2017-12-01

We present an update on the Sun Radio Interferometer Space Experiment (SunRISE) mission concept, which was selected for a Step 2 study as part of the Small Explorer (SMEX) Mission of Opportunity (MoO) call. SunRISE is space-based sparse array, composed of six 6U CubeSats, designed to localize the radio emission associated with coronal mass ejections (CMEs) from the Sun. Radio emission from CMEs is a direct tracer of the particle acceleration in the inner heliosphere and potential magnetic connections from the lower solar corona to the larger heliosphere. Furthermore, CME radio emission is quite strong such that only a relatively small number of antennas is required, and a small mission would make a fundamental advancement. Indeed, the state-of-the-art for tracking CME radio emission is defined by single antennas (Wind/WAVES, Stereo/SWAVES) in which the tracking is accomplished by assuming a frequency-to-density mapping. This type of Heliophysics mission would be inherently cost prohibitive in a traditional spacecraft paradigm. However, the use of CubeSats, accompanied by the miniaturization of subsystem components, enables the development of this concept at lower cost than ever before. We present the most recent updates on this mission concept, starting from the concept's performance as compared to the required science and driving technical requirements. We then focus on the SunRISE mission concept of operations, which consists of six 6U CubeSats placed in a GEO graveyard orbit for 6 months to achieve the aforementioned science goals. The spacecraft fly in a passive formation, which allows them to form an interferometer while minimizing the impact on operations complexity. We also present details of the engineering design and the key trades being performed as part of the Step 2 concept study.

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.

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…

Mimewrighting: Preparing Students for the Real World of Science, Technology, Engineering, and Math

NASA Astrophysics Data System (ADS)

Shope, R. E.

2013-12-01

READING, WRITING, & ENACTING SCIENTIFIC & TECHNICAL LITERATURE: Mimewrighting applies the art of mime as an interpretive springboard to integrate conceptual understanding across all content areas. Mimewrighting guides students to read and express complex ideas in carefully crafted movement integrations, mediating experience, so that students obtain an intuitive grasp of difficult and abstract ideas. THE PROBLEM: Reading science writing presents obstacles for middle and high school students, to the point that many students are turned OFF to science altogether. A typical science abstract, written for colleagues, is as densely packed with concept-laden words as a black hole is densely packed with matter- and just as mysterious. What reads to a science colleague as a richly crafted paragraph, from which a myriad of elegantly interrelated concepts can unfold to point to the significance and context of the study at hand, reads as jabberwocky nonsense to the uninitiated student. So, how do we turn such kids (and teachers) back ON to the inquiry-driven desire to seek out challenging and educative experiences? How do we step up to the national challenge to prepare ALL students adequately for the REAL-WORLD demands of science, technology, engineering, math, (STEM) and communications? How do we help kids read, write, and understand scientific and technical literature? AN UNCONVENTIONAL ANSWER: Mimewrighting applies the classic art of mime to unpack the meaning of science writing. We help students view the text as sequences of action, scenarios that can be enacted theatrically for understanding. HOW DOES IT WORK? READ ALOUD, MIME ALONG: It's as simple as read aloud and mime along. And as complex, in that it requires taking the time to acknowledge each concept packed into the passage. Three opening sentences might involve twenty minutes of mimewrighting activity to ensure that students apprehend the patterns, perceive the relationships, and comprehend the dynamics of such a passage-a well-invested quantum of energized activity. Students select a passage of interest and read it aloud. With coaching from science-savvy teachers and coaches, students act out the scientific and technical content-and move toward conceptual understanding of the actual phenomenon. Enacting a dynamical model requires the cognitive and physical awareness of the concepts involved. The mimed experience provides comprehensible input that can connect to math, language, and higher-level thinking skills. Following a mime scenario enactment, the teacher and students can refer to the shared experience as a common source to draw upon in discussion. The mimed action becomes a common reference point of shared prior experience. Modifying and manipulating the mimed model can also effect conceptual change. The power of dramatic reenactment through mimewrighting helps make abstract science and nature of science concepts become lively, tangible, and accessible to inquiry discussion. RESULTS: In this way, we re-inspire interest in science learning by engaging students to construct science scenarios that are designed for the incremental increase in challenge for the students. Students can now risk entering the black hole of scientific and technical writing--and emerge with all faculties intact!

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…

Design studies of large aperture, high-resolution Earth science microwave radiometers compatible with small launch vehicles

NASA Technical Reports Server (NTRS)

Schroeder, Lyle C.; Bailey, M. C.; Harrington, Richard F.; Kendall, Bruce M.; Campbell, Thomas G.

1994-01-01

High-spatial-resolution microwave radiometer sensing from space with reasonable swath widths and revisit times favors large aperture systems. However, with traditional precision antenna design, the size and weight requirements for such systems are in conflict with the need to emphasize small launch vehicles. This paper describes tradeoffs between the science requirements, basic operational parameters, and expected sensor performance for selected satellite radiometer concepts utilizing novel lightweight compactly packaged real apertures. Antenna, feed, and radiometer subsystem design and calibration are presented. Preliminary results show that novel lightweight real aperture coupled with state-of-the-art radiometer designs are compatible with small launch systems, and hold promise for high-resolution earth science measurements of sea ice, precipitation, soil moisture, sea surface temperature, and ocean wind speeds.

[My humble opinion on teaching of acupoints: discussion on The Channels, Collaterals and Acupoints Science, a national plan teaching material of "the tenth five-year plan"].

PubMed

Hou, Shu-Wei

2008-10-01

Analyze and probe a part of contents in The Channels, Collaterals and Acupoints Science, a national plan teaching material of "the tenth five-year plan", and put forward own opinion on compilation of the teaching materials. Various concepts of acupoints should strive to be strict and terse; location of acupoints should be accurate and conform to clinical practice and reduce errors; the new edition The Channels, Collaterals and Acupoints Science should reasonably select and supplement for extra-ordinary points; increase explanation of the point name, function of acupoints, and association of acupoints; enrich the contents of acupuncture manipulation; reasonably increase and reduce extracts of ancient and modern reports to conform to development of the new age.

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.

Insert Concepts for the Material Science Research Rack (MSRR-1) of the Material Science Research Facility (MSRF) on the International Space Station (ISS)

NASA Technical Reports Server (NTRS)

Crouch, Myscha; Carswell, Bill; Farmer, Jeff; Rose, Fred; Tidwell, Paul

2000-01-01

The Material Science Research Rack I (MSRR-1) of the Material Science Research Facility (MSRF) contains an Experiment Module (EM) being developed collaboratively by NASA and the European Space Agency (ESA). This NASA/ESA EM will accommodate several different removable and replaceable Module Inserts (MIs) which are installed on orbit NASA's planned inserts include the Quench Module Insert (QMI) and the Diffusion Module Insert (DMI). The QMI is a high-gradient Bridgman-type vacuum furnace with quench capabilities used for experiments on directional solidification of metal alloys. The DMI is a vacuum Bridgman-Stockbarger-type furnace for experiments on Fickian and Soret diffusion in liquids. This paper discusses specific design features and performance capabilities of each insert. The paper also presents current prototype QMI hardware analysis and testing activities and selected results.

CUVE - Cubesat UV Experiment: Unveil Venus' UV Absorber with Cubesat UV Mapping Spectrometer

NASA Astrophysics Data System (ADS)

Cottini, V.; Aslam, S.; D'Aversa, E.; Glaze, L.; Gorius, N.; Hewagama, T.; Ignatiev, N.; Piccioni, G.

2017-09-01

Our Venus mission concept Cubesat UV Experiment (CUVE) is one of ten proposals selected for funding by the NASA PSDS3 Program - Planetary Science Deep Space SmallSat Studies. CUVE concept is to insert a CubeSat spacecraft into a Venusian orbit and perform remote sensing of the UV spectral region using a high spectral resolution point spectrometer to resolve UV molecular bands, observe nightglow, and characterize the unidentified main UV absorber. The UV spectrometer is complemented by an imaging UV camera with multiple bands in the UV absorber main band range for contextual imaging. CUVE Science Objectives are: the nature of the "Unknown" UV-absorber; the abundances and distributions of SO2 and SO at and above Venus's cloud tops and their correlation with the UV absorber; the atmospheric dynamics at the cloud tops, structure of upper clouds and wind measurements from cloud-tracking; the nightglow emissions: NO, CO, O2. This mission will therefore be an excellent platform to study Venus' cloud top atmospheric properties where the UV absorption drives the planet's energy balance. CUVE would complement past, current and future Venus missions with conventional spacecraft, and address critical science questions cost effectively.

Four science teachers' perceptions and reflections about teaching science to middle school students: A case study

NASA Astrophysics Data System (ADS)

Theadford, Brita A.

This qualitative case study examined four middle school science teachers from Southern New Jersey perceptions and reflections about their selections of instructional strategies used to teach scientific concepts to seventh and eighth grade students. They reflected upon their pedagogy by reviewing videotaped lessons, reflective journaling, and participating in in-depth interviews. The findings in this study indicated that reflecting upon instruction contributes to the knowledge base of teaching, improves teachers' individual practices, and helps practitioners become deliberate about their instructional practices. Teacher should have opportunities to observe, investigate and practice using components they perceive as useful instructional strategies to teach scientific concepts to middle school students. When teachers engage in reflection, pedagogical strategies transform and teachers lean toward choosing instructional strategies that are less teacher-centered toward that of more student-centered. In conclusion, it is evident that engaging in student-centered dialogue, argumentation, and researched-based projects improved the way students learned. The participants found that constructivist, hands-on inquiry and reasoning, are skills that middle school students can readily engage in and students can develop skills that help them to think and act more like scientist.

First- and Second-Generation Immigrant Adolescents' Multidimensional Mathematics and Science Self-Concepts and Their Achievement in Mathematics and Science

ERIC Educational Resources Information Center

Areepattamannil, Shaljan

2012-01-01

This study, drawing on data from the Trends in International Mathematics and Science Study 2007, examined the predictive effects of multiple dimensions of mathematics and science self-concept--positive affect toward mathematics and science and self-perceived competence in mathematics and science--on mathematics and science achievement among 1,752…

The Analysis of High School Students' Conceptions of Learning in Different Domains

ERIC Educational Resources Information Center

Sadi, Özlem

2015-01-01

The purpose of this study is to investigate whether or not conceptions of learning diverge in different science domains by identifying high school students' conceptions of learning in physics, chemistry and biology. The Conceptions of Learning Science (COLS) questionnaire was adapted for physics (Conceptions of Learning Physics, COLP), chemistry…

Concept Mapping as a Tool to Develop and Measure Students' Understanding in Science

ERIC Educational Resources Information Center

Tan, Sema; Erdimez, Omer; Zimmerman, Robert

2017-01-01

Concept maps measured a student's understanding of the complexity of concepts, and interrelationships. Novak and Gowin (1984) claimed that the continuous use of concept maps increased the complexity and interconnectedness of students' understanding of relationships between concepts in a particular science domain. This study has two purposes; the…

Weight, Mass, and Gravity: Threshold Concepts in Learning Science

ERIC Educational Resources Information Center

Bar, Varda; Brosh, Yaffa; Sneider, Cary

2016-01-01

Threshold concepts are essential ideas about the natural world that present either a barrier or a gateway to a deep understanding of science. Weight, mass, and gravity are threshold concepts that underpin students' abilities to understand important ideas in all fields of science, embodied in the performance expectations in the Next Generation…

Are Teachers Ready to Integrate Science Concepts into Secondary Agriculture Programs?

ERIC Educational Resources Information Center

Scales, Jason; Terry, Robert, Jr.; Torres, Robert M.

2009-01-01

For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support. The purpose of this study was to assess the confidence and competence of agriculture instructors to teach concepts related to science. The sample was derived from the population of agriculture instructors teaching…

The Conservation of Energy Concept in Ninth Grade General Science, Final Report.

ERIC Educational Resources Information Center

Shockley, William; And Others

Discussed is an instructional approach, "concept-distillation," which involves experiences, games, and puzzles that have the "distilled essence" of the basic concepts of the physical sciences. This approach is designed to impart a vivid and dramatic meaning and structure of the sciences for transfer in scientific thinking. The…

Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

ERIC Educational Resources Information Center

Mulvey, Bridget K.; Bell, Randy L.

2017-01-01

Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators'…

Exploring Exemplary Elementary Teachers' Conceptions and Implementation of Inquiry Science

ERIC Educational Resources Information Center

Morrison, Judith A.

2013-01-01

This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The origins of these conceptions were explored in order to establish how best to improve elementary teachers' understanding and implementation of inquiry science teaching. Four focus group sessions were held as well as classroom observations.…

Assessing Understanding of the Energy Concept in Different Science Disciplines

ERIC Educational Resources Information Center

Park, Mihwa; Liu, Xiufeng

2016-01-01

Energy is one of the most central and richly connected ideas across all science disciplines. The purpose of this study was to develop a measurement instrument for assessing students' understanding of the energy concept within and across different science disciplines. To achieve this goal, the Inter-Disciplinary Energy concept Assessment (IDEA) was…

Turkish Science Student Teachers' Conceptions on the States of Matter

ERIC Educational Resources Information Center

Aydin, Abdullah; Altuk, Yasemin Gödek

2013-01-01

This study aims to determine science students teachers' conceptions on the concepts related to "the matter and the states of the matter". 112 Turkish science student teachers participated at this research. A questionnaire consisting of thirteen open-ended items was designed to collect the data. The questionnaire aimed to reveal the…

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

NASA Astrophysics Data System (ADS)

Kits, Kara M.

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

Inquiry learning: Students' perception of light wave phenomena in an informal environment

NASA Astrophysics Data System (ADS)

Ford, Ken

This study involved identifying students' perception of light phenomena and determined if they learned the scientific concepts of light that were presented to them by an interactive science exhibit. The participants in this study made scientific inquiry about light by using a powerful white light source, a prism, converging lenses, diverging lenses, concave and convex mirrors in an informal science setting. The sample used in the study consisted of 40 subjects (15 males and 25 females) in a college program at a University located in the Southern region of the United States. The participants were selected using a convenient sampling process from a population enrolled in a pre-calculus class and a physics class. The participants were engaged in pretest on light wave phenomena using the Inquiry Laboratory Light Island exhibit. After the pretest, the participants were engaged in activities, where they reflected white light off the surface of concave and convex mirrors, refracted white light through converging and diverging lens, and passed white light through a prism. They also made observations of the behavior and characteristics of light from the patterns that it created. After three weeks, the participants were given the Inquiry Laboratory Light Island exhibit posttest. The findings of the study indicated that the means yielded a higher average for the participants' posttest scores. The t-Test results were statistically significant, which confirmed that the concepts of light wave phenomena were perceived and learned by the participants. The Inquiry Laboratory survey questions analyzed using the chi-square test suggested that participants were in agreement with the concepts about light. In addition, Cramer's phi and Cramer's V suggested a moderate relationship and association between the genders of the participants on the concepts of light wave phenomena. Furthermore, the interview and observation protocol processes confirmed that students perceived and learned the science concepts of light wave phenomena by the way they responded to the researcher's interview questions. Implications from the study suggested that further study be carried out on the learning process in an informal science setting and should be supported by corporations, businesses, educational institutions, and organizations. Although the findings from this study aided in the development of a structured approach that enhanced student motivation, interest, and learning about light waves in physics/physical science there is still a need to do more research in this area.

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

ERIC Educational Resources Information Center

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

2015-01-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Struggling to understand abstract science topics: a Roundhouse diagram-based study

NASA Astrophysics Data System (ADS)

Ward, Robin E.; Wandersee, James H.

2002-06-01

This study explored the effects of Roundhouse diagram construction on a previously low-performing middle school science student's struggles to understand abstract science concepts and principles. It is based on a metacognition-based visual learning model proposed by Wandersee in 1994. Ward and Wandersee introduced the Roundhouse diagram strategy and showed how it could be applied in science education. This article aims at elucidating the process by which Roundhouse diagramming helps learners bootstrap their current understandings to reach the intended meaningful understanding of complex science topics. The main findings of this study are that (a) it is crucial that relevant prior knowledge and dysfunctional alternative conceptions not be ignored during new learning if low-performing science students are to understand science well; (b) as the student's mastery of the Roundhouse diagram construction improved, so did science achievement; and (c) the student's apt choice of concept-related visual icons aided progress toward meaningful understanding of complex science concepts.

The Dominance Concept Inventory: A Tool for Assessing Undergraduate Student Alternative Conceptions about Dominance in Mendelian and Population Genetics.

PubMed

Abraham, Joel K; Perez, Kathryn E; Price, Rebecca M

2014-01-01

Despite the impact of genetics on daily life, biology undergraduates understand some key genetics concepts poorly. One concept requiring attention is dominance, which many students understand as a fixed property of an allele or trait and regularly conflate with frequency in a population or selective advantage. We present the Dominance Concept Inventory (DCI), an instrument to gather data on selected alternative conceptions about dominance. During development of the 16-item test, we used expert surveys (n = 12), student interviews (n = 42), and field tests (n = 1763) from introductory and advanced biology undergraduates at public and private, majority- and minority-serving, 2- and 4-yr institutions in the United States. In the final field test across all subject populations (n = 709), item difficulty ranged from 0.08 to 0.84 (0.51 ± 0.049 SEM), while item discrimination ranged from 0.11 to 0.82 (0.50 ± 0.048 SEM). Internal reliability (Cronbach's alpha) was 0.77, while test-retest reliability values were 0.74 (product moment correlation) and 0.77 (intraclass correlation). The prevalence of alternative conceptions in the field tests shows that introductory and advanced students retain confusion about dominance after instruction. All measures support the DCI as a useful instrument for measuring undergraduate biology student understanding and alternative conceptions about dominance. © 2014 J. K. Abraham et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Nature of Science in Science Curricula: Methods and Concepts of Analysis

ERIC Educational Resources Information Center

Ferreira, Sílvia; Morais, Ana M.

2013-01-01

The article shows methods and concepts of analysis of the nature of science in science curricula through an exemplary study made in Portugal. The study analyses the extent to which the message transmitted by the Natural Science curriculum for Portuguese middle school considers the nature of science. It is epistemologically and sociologically…

What conceptions of science communication are espoused by science research funding bodies?

PubMed

Palmer, Sarah E; Schibeci, Renato A

2014-07-01

We examine the conceptions of science communication, especially in relation to "public engagement with science" (PES), evident in the literature and websites of science research funding bodies in Europe, North America, South America, Asia and Oceania, and Africa. The analysis uses a fourfold classification of science communication to situate these conceptions: professional, deficit, consultative and deliberative. We find that all bodies engage in professional communication (within the research community); however, engagement with the broader community is variable. Deficit (information dissemination) models still prevail but there is evidence of movement towards more deliberative, participatory models.

Academic and Nonacademic Validating Agents on Latinas Mathematics and Science Self Concept A Quantitative Study Utilizing the High School Longitudinal Study of 2009

NASA Astrophysics Data System (ADS)

Garza, Jennifer M.

The purpose of this study is to inform and further the discussion of academic (i.e. teachers and school counselors) and non-academic (i.e. parents, family, friends, etc.) validating agents on Latina students' mathematics and science self-concepts. This study found a relationship between Latina students' interactions with academic and non-academic validating agents and their math and science self-concept at the K-12 level. Through the review of the literature the researcher addresses identifiable factors and strategies that inform the field of education in the areas of validation theory, family characteristics, and access to STEM fields for Latina students. The researcher used an established instrument designed, administered, and validated through the National Center for Education Statistics (NCES). For purposes of this study, a categorical subset of participants who self-identified as being a Latina student was used. As a result, the total subset number in this study was N=1,882. To determine if academic and non-academic validating agents had an observable statistically significant relationship with Latina students' math and science self-concept, a series of one-way ANOVAs were calculated to compare differences in students' math and science self-concept based on academic and non-academic validating agents for the weighted sample of Latinas for the HLS:09 survey. A path analysis was also employed to assess the factors involved in Latina students' math and science self-concepts. The findings are consistent with previous research involving the influence that academic and non-academic validating agents have on the math and science self-concept of Latina students. The results indicated that students who had teachers that believed in the students, regardless of family background, social economic status or home environment influences had higher math and science self concepts than those who did not. Similarly, it was found that students who had counselors that set high standards of learning and believed that all students could do well had higher math and science self concept than those who did not. Students who had parents that encouraged and discussed taking more math and science courses had higher math and science self concepts than those who did not.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Analysis of the most common concept inventories in physics: What are we assessing?

NASA Astrophysics Data System (ADS)

Laverty, James T.; Caballero, Marcos D.

2018-06-01

Assessing student learning is a cornerstone of educational practice. Standardized assessments have played a significant role in the development of instruction, curricula, and educational spaces in college physics. However, the use of these assessments to evaluate student learning is only productive if they continue to align with our learning goals. Recently, there have been calls to elevate the process of science ("scientific practices") to the same level of importance and emphasis as the concepts of physics ("core ideas" and "crosscutting concepts"). We use the recently developed Three-Dimensional Learning Assessment Protocol to investigate how well the most commonly used standardized assessments in introductory physics (i.e., concept inventories) align with this modern understanding of physics education's learning goals. We find that many of the questions on concept inventories do elicit evidence of student understanding of core ideas, but do not have the potential to elicit evidence of scientific practices or crosscutting concepts. Furthermore, we find that the individual scientific practices and crosscutting concepts that are assessed using these tools are limited to a select few. We discuss the implications that these findings have on designing and testing curricula and instruction both in the past and for the future.

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

ERIC Educational Resources Information Center

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

2017-01-01

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

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.

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

NASA Astrophysics Data System (ADS)

Reiff, Rebecca R.

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

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.

Simulation-Based Performance Assessment: An Innovative Approach to Exploring Understanding of Physical Science Concepts

ERIC Educational Resources Information Center

Gale, Jessica; Wind, Stefanie; Koval, Jayma; Dagosta, Joseph; Ryan, Mike; Usselman, Marion

2016-01-01

This paper illustrates the use of simulation-based performance assessment (PA) methodology in a recent study of eighth-grade students' understanding of physical science concepts. A set of four simulation-based PA tasks were iteratively developed to assess student understanding of an array of physical science concepts, including net force,…

How Far a Star. A Supplement in Space Oriented Concepts for Science and Mathematics Curricula for Intermediate Grades.

ERIC Educational Resources Information Center

Maben, Jerrold William

Space science-oriented concepts and suggested activities are presented for intermediate grade teachers of science and mathematics in a book designed to help bring applications of space-oriented mathematics into the classroom. Concepts and activities are considered in these areas: methods of keeping time (historically); measurement as related to…

Different Conceptions of the Nature of Science among Preservice Elementary Teachers of Two Countries

ERIC Educational Resources Information Center

Park, Do-Yong; Lee, Yong Bok

2009-01-01

This study examined the differences of the nature of science (NOS) conceptions portrayed by preservice teachers in Korea (N = 42) and the United States (N = 50). We conducted a survey of preservice elementary science teachers' NOS conceptions followed by interviews in both countries to further investigate their viewpoints. The NOS domains of this…

A Comparison of Key Concepts in Data Analytics and Data Science

ERIC Educational Resources Information Center

McMaster, Kirby; Rague, Brian; Wolthuis, Stuart L.; Sambasivam, Samuel

2018-01-01

This research study provides an examination of the relatively new fields of Data Analytics and Data Science. We compare word rates in Data Analytics and Data Science documents to determine which concepts are mentioned most often. The most frequent concept in both fields is "data." The word rate for "data" is more than twice the…

The Development and Validation of a Two-Tiered Multiple-Choice Instrument to Identify Alternative Conceptions in Earth Science

ERIC Educational Resources Information Center

Mangione, Katherine Anna

2010-01-01

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…

A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education

ERIC Educational Resources Information Center

Hadzigeorgiou, Yannis

2015-01-01

This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action (e.g., it can provide…

Using the Tower of Hanoi Puzzle to Infuse Your Mathematics Classroom with Computer Science Concepts

ERIC Educational Resources Information Center

Marzocchi, Alison S.

2016-01-01

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…

Investigating the Interrelationships among Conceptions of, Approaches to, and Self-Efficacy in Learning Science

ERIC Educational Resources Information Center

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,…

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

ERIC Educational Resources Information Center

Prather, J. Preston

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

Investigating the Nature of Third Grade Students' Experiences with Concept Maps to Support Learning of Science Concepts

ERIC Educational Resources Information Center

Merrill, Margaret L.

2012-01-01

To support and improve effective science teaching, educators need methods to reveal student understandings and misconceptions of science concepts and to offer all students an opportunity to reflect on their own knowledge construction and organization. Students can benefit by engaging in scientific activities in which they build personal…

The art and science of data curation: Lessons learned from constructing a virtual collection

NASA Astrophysics Data System (ADS)

Bugbee, Kaylin; Ramachandran, Rahul; Maskey, Manil; Gatlin, Patrick

2018-03-01

A digital, or virtual, collection is a value added service developed by libraries that curates information and resources around a topic, theme or organization. Adoption of the virtual collection concept as an Earth science data service improves the discoverability, accessibility and usability of data both within individual data centers but also across data centers and disciplines. In this paper, we introduce a methodology for systematically and rigorously curating Earth science data and information into a cohesive virtual collection. This methodology builds on the geocuration model of searching, selecting and synthesizing Earth science data, metadata and other information into a single and useful collection. We present our experiences curating a virtual collection for one of NASA's twelve Distributed Active Archive Centers (DAACs), the Global Hydrology Resource Center (GHRC), and describe lessons learned as a result of this curation effort. We also provide recommendations and best practices for data centers and data providers who wish to curate virtual collections for the Earth sciences.

Registered nurses' constructed meaning of concepts of solution and their use in clinical practice

NASA Astrophysics Data System (ADS)

Wilkes, Lesley M.; Batts, Judith E.

1991-12-01

Since the introduction of nursing into tertiary institutions in Australia in 1975, there has been increasing interest in the teaching of physical science to nurses. Various courses in physical science for nurse students have been developed. They vary in length and content but there is agreement that concepts taught should be closely related to nursing applications. The choice of relevant concepts tends to be made by individual curriculum developers. This paper reports an examination of the use of physical science concepts and their relevance from the perspective of registered nurses practising in general ward areas. Inherent in this study is the premise that for registered nurses to have ideas of the physical science underlying their practice they must have constructed meaning first for these concepts. Specific chemical concepts related to solutions are discussed in these terms.

What Oceanography Concepts are Taught in Ohio's Schools?

ERIC Educational Resources Information Center

Skinner, Ray, Jr.; Martin, Ralph E., Jr.

1985-01-01

A survey listing 21 major oceanographic concepts and several sub-concepts was mailed to all Ohio earth science teachers. Respondents indicated that most of the oceanography topics taught were geologically-oriented. Oceanography concepts relating to ecology, chemical, physical or life science are considered less important. (DH)

Concept Learning through Image Processing.

ERIC Educational Resources Information Center

Cifuentes, Lauren; Yi-Chuan, Jane Hsieh

This study explored computer-based image processing as a study strategy for middle school students' science concept learning. Specifically, the research examined the effects of computer graphics generation on science concept learning and the impact of using computer graphics to show interrelationships among concepts during study time. The 87…

Preservice Teachers' Alternative Conceptions in Elementary Science Concepts

ERIC Educational Resources Information Center

Koc, Isil; Yager, Robert E.

2016-01-01

This study was conducted to investigate the extent to which preservice teachers held alternative conceptions in elementary science concepts. Eighty-six preservice elementary teachers participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions…

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

ERIC Educational Resources Information Center

Buaraphan, Khajornsak; Sung-ong, Sunun

2009-01-01

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

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

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2009-01-01

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

Outcomes of Nature of Science Instruction along a Context Continuum: Preservice Secondary Science Teachers' Conceptions and Instructional Intentions

ERIC Educational Resources Information Center

Bell, Randy L.; Mulvey, Bridget K.; Maeng, Jennifer L.

2016-01-01

This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers' conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six…

A grounded theory study on the role of differentiated instruction in effective middle school science teaching

NASA Astrophysics Data System (ADS)

Jones, Brian Kirby

The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching. The study examined the best teaching practices and differentiated elements from eight general education middle school science teachers, all scoring at the highest level of a teaching effectiveness measure on their evaluations, through a collection of observational, interview, survey, and teaching artifact data. The data were analyzed through the methodology of a systematic grounded theory qualitative approach using open, axial, and selective coding to develop a model describing how and to what degree effective middle school science teachers differentiated their best teaching practices. The model that emerged from the data shows instruction as a four-phase process and highlights the major elements of best practices and DI represented at each phase. The model also depicts how teachers narrowed the scope of their differentiating strategies as instruction progressed. The participants incorporated DI into their pedagogies, though in different degrees at each phase, and primarily by using variety to present concepts with multiple types of instruction followed by a series of sense-making activities related to several learning modalities. Teachers scaffolded students carefully, using informal and formal assessment data to inform future instructional decisions and especially their plans to reteach or extend on a concept. The model is intended to provide insight into the value of DI for middle school science teaching.

Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change

NASA Astrophysics Data System (ADS)

Masson, Steve; Vázquez-Abad, Jesús

2006-10-01

This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, "interactive" means that the user can act upon the virtual environment by changing some parameters to see what ensues. "Environment respecting historic conceptions" means that the "world" has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle's conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo's conceptions and Newton's laws of movement.

Connectivity Theory at Work: The Referrals between Science and Mathematics in a Science Unit

ERIC Educational Resources Information Center

Mehmetlioglu, Deniz; Ozdem, Yasemin

2014-01-01

Researches carried out all around the world showed that students learn more effectively if they are able to make connections between subjects. This case reports based on an investigation of how mathematics concepts were connected to science concepts by a science teacher in an elementary science classroom, and on the science teacher's views about…

Can Middle-School Science Textbooks Help Students Learn Important Ideas? Findings from Project 2061's Curriculum Evaluation Study: Life Science

ERIC Educational Resources Information Center

Stern, Luli; Roseman, Jo Ellen

2004-01-01

The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the "Benchmarks for Science Literacy" (American Association for the Advancement of Science, [1993]), the "National Science Education Standards"…

The Effect of Background Experience and an Advance Organizer on the Attainment of Certain Science Concepts.

ERIC Educational Resources Information Center

McAdaragh, Mary Kathleen

This study examined the effects of an advance organizer and background experience in science on the attainment of science concepts. Ninth-grade earth science students (N=90) were given the Dubbins Earth Science Test (DEST) and a Science Background Experience Inventory (SBEI) developed by the author. They were then placed into high, medium, and low…

On the nature of psychodynamic science.

PubMed

Brookes, Crittenden E

2004-01-01

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

Supramolecular Pharmaceutical Sciences: A Novel Concept Combining Pharmaceutical Sciences and Supramolecular Chemistry with a Focus on Cyclodextrin-Based Supermolecules.

PubMed

Higashi, Taishi; Iohara, Daisuke; Motoyama, Keiichi; Arima, Hidetoshi

2018-01-01

Supramolecular chemistry is an extremely useful and important domain for understanding pharmaceutical sciences because various physiological reactions and drug activities are based on supramolecular chemistry. However, it is not a major domain in the pharmaceutical field. In this review, we propose a new concept in pharmaceutical sciences termed "supramolecular pharmaceutical sciences," which combines pharmaceutical sciences and supramolecular chemistry. This concept could be useful for developing new ideas, methods, hypotheses, strategies, materials, and mechanisms in pharmaceutical sciences. Herein, we focus on cyclodextrin (CyD)-based supermolecules, because CyDs have been used not only as pharmaceutical excipients or active pharmaceutical ingredients but also as components of supermolecules.

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.

Developing a taxonomy of science concepts based on a scale of empirical distance

NASA Astrophysics Data System (ADS)

Jones, Brian L.

1990-01-01

The term ‘concept’ is used in different ways within educational literature and has at least two different, although related, referents in relation to science knowledge, namely, public knowledge and private understandings. A taxonomic structure for ‘science concepts’ (public knowledge) has been developed to provide a rationale for the choice of phenomena to be used in the investigation of students’ ‘concepts’ and also to act as a frame of reference for generating insights about the data to be collected. Furthermore, it may be a useful heuristic to predict other science concepts likely to be highly problematic in school teaching situations and thus worthy of detailed research. The taxonomy, called a ‘Scale of Empirical Distance’ (SED), enables science concepts to be mapped according to their degree of closeness to concrete realities. The scale shows a recognition of the empirical basis of science concepts and the role of human senses in the perception of the material world even though “absolute objectivity of observation is not a possible ideal of science” as Harre (1972) has noted. The scale uses two binary variables, namely, ‘visual’ and ‘tactile’, to generate four categories of science concepts ranging on a continuum from concrete to abstract. Some concepts related to ‘matter’ will be classified and discussed.

Students' Conceptions of the "Reality Status" of Electrons.

ERIC Educational Resources Information Center

Mashhadi, Azam; Woolnough, Brian

Science has many explanatory concepts that have been proposed to account for the observable features of things. Such explanatory concepts often have associated with them hidden or unseen "theoretical entities." The electron is a key concept in understanding phenomena described by science. The question arises, however, as to how students…

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

As an Infused or a Separated Theme? Chinese Science Teacher Educators' Conceptions of Incorporating Nature of Science Instruction in the Courses of Training Pre-Service Science Teachers

ERIC Educational Resources Information Center

Wan, Zhi Hong; Wong, Siu Ling

2013-01-01

Teaching nature of science (NOS) is beginning to find its place in science education in China. This exploratory study interviewed twenty-four Chinese science teacher educators about their conceptions of teaching NOS to pre-service science teachers. Although five dimensions emerged, this paper mainly focuses on reporting the findings relevant to…

Constructing Data Albums for Significant Severe Weather Events

NASA Technical Reports Server (NTRS)

Greene, Ethan; Zavodsky, Bradley; Ramachandran, Rahul; Kulkarni, Ajinkya; Li, Xiang; Bakare, Rohan; Basyal, Sabin; Conover, Helen

2014-01-01

There is need in the research community for weather-related case studies to improve prediction of and recovery after convective thunderstorms that produce damaging winds, hail, and tornadoes. One of the largest continuing challenges in any Earth Science investigation is the discovery of and access to useful science content from the increasingly large volumes of available Earth Science data. The Information Technology and Systems Center at the University of Alabama in Huntsville has developed a software system called Noesis 2.0 that can be used to produce Data Albums for weather events relevant to NASA Earth Science researchers. Noesis is an Internet search tool that combines relevant storm research, pictures and videos of an event or event aftermath, web pages containing news reports and official storm summaries, background information about damage, injuries, and deaths, and NASA datasets from field campaigns and satellites into a "one-stop shop" database. The Data Album concept has been previously applied to hurricane cases from 2010 to present. The objective of this paper is to extend that Hurricane Data Album concept to focus on development of an ontology for significant severe weather to aid in selecting appropriate NASA datasets for inclusion in a severe weather Data Album. Recent severe weather events in Moore and El Reno, Oklahoma will be analyzed as an example of how these events can be incorporated into a Data Album.

The Articulation of Integration of Clinical and Basic Sciences in Concept Maps: Differences between Experienced and Resident Groups

ERIC Educational Resources Information Center

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

2016-01-01

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…

Conceptions of the Nature of Science Held by Undergraduate Pre-Service Biology Teachers in South-West Nigeria

ERIC Educational Resources Information Center

Adedoyin, A. O.; Bello, G.

2017-01-01

This study investigated the conceptions of the nature of science held by pre-service undergraduate biology teachers in South-West, Nigeria. Specifically, the study examined the influence of their gender on their conceptions of the nature of science. The study was a descriptive research of the survey method. The population for the study comprised…

The Effects of Hands-On Learning Stations on Building American Elementary Teachers' Understanding about Earth and Space Science Concepts

ERIC Educational Resources Information Center

Bulunuz, Nermin; Jarrett, Olga S.

2010-01-01

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock…

What Are the Roles that Children's Drawings Play in Inquiry of Science Concepts?

ERIC Educational Resources Information Center

Chang, Ni

2012-01-01

This study was designed to identify the roles that drawing played in the process of children's acquisition of science concepts. Seventy pre-service teachers through four semesters from a Midwest University in the USA developed lesson plans on science concepts and then taught them to 70 young children ages 4-7, respectively. This experience was…

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.

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.

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

ERIC Educational Resources Information Center

Buaraphan, Khajornsak; Abedin Forhad, Ziaul

2014-01-01

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

Assessing Dimensions of Inquiry Practice by Middle School Science Teachers Engaged in a Professional Development Program

ERIC Educational Resources Information Center

Lakin, Joni M.; Wallace, Carolyn S.

2015-01-01

Inquiry-based teaching promotes students' engagement in problem-solving and investigation as they learn science concepts. Current practice in science teacher education promotes the use of inquiry in the teaching of science. However, the literature suggests that many science teachers hold incomplete or incorrect conceptions of inquiry.…

Come Fly with Me! Exploring Science 7-9 through Aviation/Aerospace Concepts.

ERIC Educational Resources Information Center

Housel, David C.; Housel, Doreen K. M.

This guide contains 67 activities dealing with various aerospace/aviation education concepts. The activities are presented in units related to physical science, earth science, and life science. In addition, there is a section related to student involvement in the space shuttle programs. The physical science unit (activities 1-23) focuses on the…

A Window on Science: Exploring the JASON Project and Student Conceptions of Science.

ERIC Educational Resources Information Center

Moss, David M.

2003-01-01

Describes how the JASON project was implemented in a self-contained 4th grade classroom and examines this project within the overall context of student-scientist partnership (SSP) models of science education reform. Examines changes in student conceptions of the nature of science as a result of participating in science. (Contains 24 references.)…

Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States

NASA Astrophysics Data System (ADS)

Lee, Yeung Chung; Lee, Carole Kwan-Ping; Lam, Irene Chung-Man; Kwok, Ping Wai; So, Winnie Wing-Mui

2018-01-01

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.

The Centrifuge Facility Life Sciences Glovebox configuration study

NASA Technical Reports Server (NTRS)

Sun, Sidney C.; Goulart, Carla V.

1992-01-01

Crew operations associated with nonhuman life sciences research on Space Station Freedom will be conducted in the Life Sciences Glovebox, whose enclosed work volume must accommodate numerous life science procedures. Two candidate Glovebox work volume concepts have been developed: one in which two operators work side-by-side, and another that conforms to the reach envelope of a single operator. Six test volunteers tested the concepts according to preestablished operational criteria. The wrap-around, single-operator concept has been judged the superior system.

Essential Concepts of Nanoscale Science and Technology for High School Students Based on a Delphi Study by the Expert Community

NASA Astrophysics Data System (ADS)

Sakhnini, Sohair; Blonder, Ron

2015-07-01

Nanoscale science and technology (NST) is an important new field in modern science. In the current study, we seek to answer the question: 'What are the essential concepts of NST that should be taught in high school'? A 3-round Delphi study methodology was applied based on 2 communities of experts in nanotechnology research and science education. Eight essential concepts in NST were identified. Each concept is accompanied by its explanation, definition, importance and includes subcategories that compose it. Three concepts emerged in the Delphi study, which were not identified before: functionality, classification of nanomaterials, and the making of nanotechnology. Differences between the concepts suggested by the 2 communities of experts were found. The results of this study serve as a tool to examine different nanotechnology programs that were reported thus far and to make recommendations for designing a NST program for high school students that includes the essential concepts.

NASA's Gravitational - Wave Mission Concept Study

NASA Technical Reports Server (NTRS)

Stebbins, Robin; Jennrich, Oliver; McNamara, Paul

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 consisted 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 were 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 by calculating the horizons. the detection rates and the accuracy of astrophysical parameter estimation for massive black hole mergers, stellar-mass compact objects inspiraling into central engines. and close compact binary systems. Three mission concepts have been studied by Team-X, JPL's concurrent design facility. to define a conceptual design evaluate kt,y performance parameters. assess risk and estimate cost and schedule. The Study results are summarized.

Building "Science Capital" in the Classroom

ERIC Educational Resources Information Center

Nomikou, Effrosyni; Archer, Louise; King, Heather

2017-01-01

In this article we share insights from our ongoing research on the concept of "science capital"--a term that refers to an individual's science-related resources and dispositions. We have been working in collaboration with secondary teachers in England to explore the applications of the concept in science teaching practice. Underpinned by…

Sound Science

ERIC Educational Resources Information Center

Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M.

2010-01-01

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

Pre-Service Physics Teachers' Conceptions of Nature of Science

ERIC Educational Resources Information Center

Buaraphan, Khajornsak

2011-01-01

Understanding of NOS (nature of science) appears as a prerequisite of a scientifically literate person. Promoting adequate understanding of NOS in pre-service physics teachers is, therefore, an important task of science educators. Before doing that, science educators must have information concerning their pre-service teachers' conceptions of NOS.…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Science and Cooking: Motivating the Study of Freshman Physics

NASA Astrophysics Data System (ADS)

Weitz, David

2011-03-01

This talk will describe a course offered to Harvard undergraduates as a general education science course, meant to intrduce freshman-level science for non-science majors. The course was a collaboration between world-class chefs and science professors. The chefs introduced concepts of cooking and the professors used these to motivate scientific concepts. The lectures were designed to provide a coherent introduction to freshman physics, primarily through soft matter science. The lectures were supplemented by a lab experiments, designed by a team of very talented graduate students and post docs, that supplemented the science taught in lecture. The course was very successful in motivating non-science students to learn, and even enjoy, basic science concepts. This course depended on contributions from Michael Brenner, Otger Campas, Amy Rowat and a team of talented graduate student teaching fellows.

To simulate or not to simulate: what are the questions?

PubMed

Dudai, Yadin; Evers, Kathinka

2014-10-22

Simulation is a powerful method in science and engineering. However, simulation is an umbrella term, and its meaning and goals differ among disciplines. Rapid advances in neuroscience and computing draw increasing attention to large-scale brain simulations. What is the meaning of simulation, and what should the method expect to achieve? We discuss the concept of simulation from an integrated scientific and philosophical vantage point and pinpoint selected issues that are specific to brain simulation.

Assessing Students' Understanding of Macroevolution: Concerns regarding the validity of the MUM

NASA Astrophysics Data System (ADS)

Novick, Laura R.; Catley, Kefyn M.

2012-11-01

In a recent article, Nadelson and Southerland (2010. Development and preliminary evaluation of the Measure of Understanding of Macroevolution: Introducing the MUM. The Journal of Experimental Education, 78, 151-190) reported on their development of a multiple-choice concept inventory intended to assess college students' understanding of macroevolutionary concepts, the Measure of Understanding Macroevolution (MUM). Given that the only existing evolution inventories assess understanding of natural selection, a microevolutionary concept, a valid assessment of students' understanding of macroevolution would be a welcome and necessary addition to the field of science education. Although the conceptual framework underlying Nadelson and Southerland's test is promising, we believe the test has serious shortcomings with respect to validity evidence for the construct being tested. We argue and provide evidence that these problems are serious enough that the MUM should not be used in its current form to measure students' understanding of macroevolution.

gLISA: geosynchronous laser interferometer space antenna concepts with off-the-shelf satellites.

PubMed

Tinto, M; DeBra, D; Buchman, S; Tilley, S

2015-01-01

We discuss two geosynchronous gravitational wave (GW) mission concepts, which we generically name gLISA. One relies on the science instrument hosting program onboard geostationary commercial satellites, while the other takes advantage of recent developments in the aerospace industry that result in dramatic satellite and launching vehicle cost reductions for a dedicated geosynchronous mission. To achieve the required level of disturbance free-fall onboard these large and heavy platforms, we propose a new drag-free system, which we have named "two-stage" drag-free. It incorporates the Modular Gravitational Reference Sensor (developed at Stanford University) and does not rely on the use of μN thrusters. Although both mission concepts are characterized by different technical and programmatic challenges, individually they could be flown and operated at a cost significantly lower than those of previously envisioned gravitational wave missions, and in the year 2015 we will perform at JPL a detailed selecting mission analysis.

Adaptation of the quality by design concept in early pharmaceutical development of an intranasal nanosized formulation.

PubMed

Pallagi, Edina; Ambrus, Rita; Szabó-Révész, Piroska; Csóka, Ildikó

2015-08-01

Regulatory science based pharmaceutical development and product manufacturing is highly recommended by the authorities nowadays. The aim of this study was to adapt regulatory science even in the nano-pharmaceutical early development. Authors applied the quality by design (QbD) concept in the early development phase of nano-systems, where the illustration material was meloxicam. The meloxicam nanoparticles produced by co-grinding method for nasal administration were studied according to the QbD policy and the QbD based risk assessment (RA) was performed. The steps were implemented according to the relevant regulatory guidelines (quality target product profile (QTPP) determination, selection of critical quality attributes (CQAs) and critical process parameters (CPPs)) and a special software (Lean QbD Software(®)) was used for the RA, which represents a novelty in this field. The RA was able to predict and identify theoretically the factors (e.g. sample composition, production method parameters, etc.) which have the highest impact on the desired meloxicam-product quality. The results of the practical research justified the theoretical prediction. This method can improve pharmaceutical nano-developments by achieving shorter development time, lower cost, saving human resource efforts and more effective target-orientation. It makes possible focusing the resources on the selected parameters and area during the practical product development. Copyright © 2015 Elsevier B.V. All rights reserved.

The Impact of a Summer Institute on Inservice Early Childhood Teachers' Knowledge of Earth and Space Science Concepts

ERIC Educational Resources Information Center

Sackes, Mesut; Trundle, Kathy Cabe; Krissek, Lawrence A.

2011-01-01

This study investigated inservice PreK to Grade two teachers' knowledge of some earth and space science concepts before and after a short-term teacher institute. A one-group pre-test-post-test design was used in the current study. Earth science concepts targeted during the professional development included properties of rocks and soils, and the…

The prior conceptions about force and motion held by grade 8 students in educational opportunity expansion schools of Thailand

NASA Astrophysics Data System (ADS)

Buaraphan, Khajornsak

2018-01-01

According to the constructivist theory, students' prior conceptions play an important role in their process of knowledge construction and teachers must take those prior conceptions into account when designing learning activities. The interpretive study was conducted to explore grade 8 students' conceptions about force and motion. The research participants were 42 students (21 male, 21 female) from seven Educational Opportunity Expansion Schools in Nakhon Pathom province located at the central region of Thailand. In each school, two low, two medium and two high achievers were selected. The Interview-About-Instance (IAI) technique was used to collect data. All interviews were audio recorded and subsequently transcribed verbatim. The students' conceptions were interpreted into scientific conception (SC), partial scientific conception (PC) and alternative conception (AC). The frequency of each category was counted and calculated for percentage. The results revealed that the students held a variety of prior conceptions about force and motion ranged from SC, PC to AC. Each students, including the high achievers, held mixed conceptions of force and motion. Interesting, the two dominant ACs held by the students were: a) force-implies-motion or motion-implies-force, and b) force coming only from an active agent. The science teachers need to take these ACs into account when designing the learning activities to cope with them. The implications regarding teaching and learning about force and motion are also discussed.

Peptide-Drug Conjugate: A Novel Drug Design Approach.

PubMed

Ma, Liang; Wang, Chao; He, Zihao; Cheng, Biao; Zheng, Ling; Huang, Kun

2017-01-01

More than 100 years ago, German physician Paul Ehrlich first proposed the concept of selectively delivering "magic bullets" to tumors through targeting agents. The targeting therapy with antibody-drug conjugates (ADCs) and peptide-drug conjugate (PDCs), which are usually composed of monoclonal antibodies or peptides, toxic payloads and cleavage/ noncleavage linkers, has been extensively studied for decades. The conjugates enable selective delivery of cytotoxic payloads to target cells, which results in improved efficacy, reduced systemic toxicity and improved pharmacokinetics (PK)/pharmacodynamics (PD) compared with traditional chemotherapy. PDC and ADC share similar concept, but with vastly different structures and properties. Humanized antibodies introduce high specificity and prolonged half-life, while small molecule weight peptides exhibit higher drug loading and enhanced tissue penetration capacity, and the flexible linear or cyclic peptides are also modified more easily. In this review, the principles of design, synthesis approaches and the latest advances of PDCs are summarized. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Promoting Creative Thinking and Expression of Science Concepts among Elementary Teacher Candidates through Science Content Movie Creation and Showcasing

ERIC Educational Resources Information Center

Hechter, Richard P.; Guy, Mark

2010-01-01

This article reports the phases of design and use of video editing technology as a medium for creatively expressing science content knowledge in an elementary science methods course. Teacher candidates communicated their understanding of standards-based core science concepts through the creation of original digital movies. The movies were assigned…

A Quantitative Methodology for Determining the Critical Benchmarks for Project 2061 Strand Maps

ERIC Educational Resources Information Center

Kuhn, G.

2008-01-01

The American Association for the Advancement of Science (AAAS) was tasked with identifying the key science concepts for science literacy in K-12 students in America (AAAS, 1990, 1993). The AAAS Atlas of Science Literacy (2001) has organized roughly half of these science concepts or benchmarks into fifty flow charts. Each flow chart or strand map…

Using Argument-Based Science Inquiry to Improve Science Achievement for Students with Disabilities in Inclusive Classrooms

ERIC Educational Resources Information Center

Taylor, Jonte C.; Tseng, Ching-mei; Murillo, Angelique; Therrien, William; Hand, Brian

2018-01-01

The increased emphasis on STEM related careers and the use of science in everyday life makes learning science content and concepts critical for all students especially for those with disabilities. As suggested by the National Resource Council (2012), more emphasis is being placed on being able to critically think about science concepts in and…

The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

ERIC Educational Resources Information Center

Cutshall, Lisa Christine

This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

Young Children's Development of Scientific Knowledge Through the Combination of Teacher-Guided Play and Child-Guided Play

NASA Astrophysics Data System (ADS)

Sliogeris, Marija; Almeida, Sylvia Christine

2017-09-01

Play-based approaches to science learning allow children to meaningfully draw on their everyday experiences and activities as they explore science concepts in context. Acknowledging the crucial role of the teacher in facilitating science learning through play, the purpose of this qualitative study was to examine how teacher-guided play, in conjunction with child-guided play, supports children's development of science concepts. While previous research on play-based science learning has mainly focused on preschool settings, this study explores the possibilities of play-based approaches to science in primary school contexts. Using a qualitative methodology grounded in the cultural-historical theoretical perspective, children's learning was examined during a science learning sequence that combined teacher-guided and child-guided play. This study revealed that the teacher-guided play explicitly introduced science concepts which children then used and explored in subsequent child-guided play. However, intentional teaching during the child-guided play continued to be important. Play-based approaches to science allowed children to make sense of the science concepts using familiar, everyday knowledge and activities. It became evident that the expectations and values communicated through classroom practices influenced children's learning through play.

Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.

ERIC Educational Resources Information Center

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

This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing.…

NASA Airborne Astronomy Ambassadors (AAA)

NASA Astrophysics Data System (ADS)

Backman, D. E.; Harman, P. K.; Clark, C.

2016-12-01

NASA's Airborne Astronomy Ambassadors (AAA) is a three-part professional development (PD) program for high school physics and astronomy teachers. The AAA experience consists of: (1) blended-learning professional development composed of webinars, asynchronous content learning, and a series of hands-on workshops (2) a STEM immersion experience at NASA Armstrong Flight Research Center's B703 science research aircraft facility in Palmdale, California, and (3) ongoing participation in the AAA community of practice (CoP) connecting participants with astrophysics and planetary science Subject Matter Experts (SMEs). The SETI Institute (SI) is partnering with school districts in Santa Clara and Los Angeles Counties during the AAA program's "incubation" period, calendar years 2016 through 2018. AAAs will be selected by the school districts based on criteria developed during spring 2016 focus group meetings led by the program's external evaluator, WestEd.. Teachers with 3+ years teaching experience who are assigned to teach at least 2 sections in any combination of the high school courses Physics (non-AP), Physics of the Universe (California integrated model), Astronomy, or Earth & Space Sciences are eligible. Partner districts will select at least 48 eligible applicants with SI oversight. WestEd will randomly assign selected AAAs to group A or group B. Group A will complete PD in January - June of 2017 and then participate in SOFIA science flights during fall 2017 (SOFIA Cycle 5). Group B will act as a control during the 2017-18 school year. Group B will then complete PD in January - June of 2018 and participate in SOFIA science flights in fall 2018 (Cycle 6). Under the current plan, opportunities for additional districts to seek AAA partnerships with SI will be offered in 2018 or 2019. A nominal two-week AAA curriculum component will be developed by SI for classroom delivery that will be aligned with selected California Draft Science Framework Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices. (The California Draft Framework in turn is aligned with NGSS). The AAA program will demonstrate student gains in standards-based student learning, measure changes in student attitudes towards STEM, and observe & record Ambassadors' implementation of curricular changes.

Aural mapping of STEM concepts using literature mining

NASA Astrophysics Data System (ADS)

Bharadwaj, Venkatesh

Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.

Science-based occupations and the science curriculum: Concepts of evidence

NASA Astrophysics Data System (ADS)

Aikenhead, Glen S.

2005-03-01

What science-related knowledge is actually used by nurses in their day-to-day clinical reasoning when attending patients? The study investigated the knowledge-in-use of six acute-care nurses in a hospital surgical unit. It was found that the nurses mainly drew upon their professional knowledge of nursing and upon their procedural understanding that included a common core of concepts of evidence (concepts implicitly applied to the evaluation of data and the evaluation of evidence - the focus of this research). This core included validity triangulation, normalcy range, accuracy, and a general predilection for direct sensual access to a phenomenon over indirect machine-managed access. A cluster of emotion-related concepts of evidence (e.g. cultural sensitivity) was also discovered. These results add to a compendium of concepts of evidence published in the literature. Only a small proportion of nurses (one of the six nurses in the study) used canonical science content in their clinical reasoning, a result consistent with other research. This study also confirms earlier research on employees in science-rich workplaces in general, and on professional development programs for nurses specifically: canonical science content found in a typical science curriculum (e.g. high school physics) does not appear relevant to many nurses' knowledge-in-use. These findings support a curriculum policy that gives emphasis to students learning how to learn science content as required by an authentic everyday or workplace context, and to students learning concepts of evidence.

Unifying concepts in the high school biology curriculum, one or many: An investigation of rural, suburban, and urban schools

NASA Astrophysics Data System (ADS)

Brown, Judith Ann

2000-10-01

Nine high school biology teachers from rural, suburban, and urban school settings, were interviewed about what idea, topic, or concept, if any, they use to unify their high school biology curriculum. Professional scientists and educational organizations have proposed that high school biology teachers use "biological evolution" as a unifying concept of their curriculum. Interviews, concept maps, and classroom syllabi and outlines were provided as data for these nine case studies. Each teacher was asked what topics were included in their curriculum to determine if a wide enough content was taught to warrant unification. The teachers' responses were compared to content and concepts listed in the National Science Content Standards, the Washington State Essential Academic Learning Requirements for Science, and a paper (Hurd, Bybee, Kahle, and Yager, 1980) that proposed what and how topics should be taught in the high school biology class by the year 2000. The nine teachers were asked to draw a concept map showing how these topics were interrelated and what concept, if any, "unified" them. A unifying concept is defined as a concept introduced early in the year and referred back to whenever new topics are introduced illustrating how the new topic is related to the previous ones through this unifying concept. Seven of the nine teachers did use at least one unifying concept. Two use evolution or natural selection, two use the web of life, two use the characteristics of life, and one uses scientific inquiry. The data collected in this study indicate high school teachers use these concepts such as the web of life and the characteristics of life because they believe they are easily understood by their students and less controversial than the theory of evolution. This study also presents evidence that school setting has minimal influence on what concept teachers use to unify their curriculum and that teachers have a significant amount of academic freedom to choose what they want to teach and how they want to teach it. The data suggests that teachers choose their unifying concept based on their personal beliefs of what their students will accept and on their past interactions with parents, students, and administrators when various unifying concepts were used.

Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks

NASA Astrophysics Data System (ADS)

Crawford, Barbara A.; Zembal-Saul, Carla; Munford, Danusa; Friedrichsen, Patricia

2005-08-01

This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways The Galapagos Finches software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre- and posttests on concepts of natural selection of the 21 prospective teachers; written pre- and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings.

Real Science, Real Learning: Bridging the Gap Between Scientists, Educators and Students

NASA Astrophysics Data System (ADS)

Lewis, Y.

2006-05-01

Today as never before, America needs its citizens to be literate in science and technology. Not only must we only inspire a new generation of scientists and engineers and technologists, we must foster a society capable of meeting complex, 21st-century challenges. Unfortunately, the need for creative, flexible thinkers is growing at a time when our young students are lagging in science interest and performance. Over the past 17 years, the JASON Project has worked to link real science and scientists to the classroom. This link provide viable pipeline to creating the next generation scientists and researchers. Ultimately, JASON's mission is to improve the way science is taught by enabling students to learn directly from leading scientists. Through partnerships with agencies such as NOAA and NASA, JASON creates multimedia classroom products based on current scientific research. Broadcasts of science expeditions, hosted by leading researchers, are coupled with classroom materials that include interactive computer-based simulations, video- on-demand, inquiry-based experiments and activities, and print materials for students and teachers. A "gated" Web site hosts online resources and provides a secure platform to network with scientists and other classrooms in a nationwide community of learners. Each curriculum is organized around a specific theme for a comprehensive learning experience. It may be taught as a complete package, or individual components can be selected to teach specific, standards-based concepts. Such thematic units include: Disappearing Wetlands, Mysteries of Earth and Mars, and Monster Storms. All JASON curriculum units are grounded in "inquiry-based learning." The highly interactive curriculum will enable students to access current, real-world scientific research and employ the scientific method through reflection, investigation, identification of problems, sharing of data, and forming and testing hypotheses. JASON specializes in effectively applying technology in science education by designing animated interactive visualizations that promote student understanding of complex scientific concepts and systems (Rieber, 1990, 1996). JASON's experience in utilizing the power of simulation technology has been widely recognized for its effectiveness in exciting and engaging students in science learning by independent evaluations of JASON's multimedia science curriculum (Ba et al., 2001; Goldenberg et al., 2003). The data collected indicates that JASON's science products have had a positive impact on students' science learning, have positively influenced their perceptions of scientists and of becoming scientists, and have helped diverse students grasp a deeper understanding of complex scientific content, concepts and technologies.

A Structural Model of Prospective Science Teachers' Nature of Science Views

ERIC Educational Resources Information Center

Mugaloglu, Ebru Z.; Bayram, Hale

2010-01-01

This study aims to establish a viable structural model of prospective science teachers' nature of science (NOS) views, which could be used as an analytical tool for understanding the complex relationships between prospective teachers' conceptions of NOS and factors possibly affecting their conceptions. In order to construct such a model, likely…

An Investigation of Singapore Preschool Children's Emerging Concepts of Floating and Sinking

ERIC Educational Resources Information Center

Teo, Tang Wee; Yan, Yaw Kai; Ong, Woei Ling Monica

2017-01-01

Despite Singapore's excellent science achievements in international benchmark tests such as the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), little is known about Singaporean children's (aged 4-8) emerging science conceptions as formal science schooling begins at Grade 3…

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

ERIC Educational Resources Information Center

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

2013-01-01

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,…

Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior

ERIC Educational Resources Information Center

Chao, Jie; Chiu, Jennifer L.; DeJaegher, Crystal J.; Pan, Edward A.

2016-01-01

Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected…

Activities in Science Related to Space.

ERIC Educational Resources Information Center

National Aeronautics and Space Administration, Washington, DC. Educational Programs Div.

Contained are a collection of science activities based upon forty-six scientific concepts related to space science. These activities are designed for junior high school science, but a much wider grade level range of use is possible. The booklet is primarily intended for teacher use. Each series of concept-oriented activities is independent of the…

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

ERIC Educational Resources Information Center

Sarkar, Md. Mahbub Alam; Gomes, Jui Judith

2010-01-01

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

Comparing Children's and Student Teachers' Ideas about Science Concepts

ERIC Educational Resources Information Center

Kerr, Karen; Beggs, Jim; Murphy, Colette

2006-01-01

Children and teachers may not think in the same way about particular science concepts. Such parallel lines of thought can compound children's confusion and misunderstanding as they learn science at primary school. The situation could be more acute when student teachers are teaching science, because of their limited experience of considering…

Project Clarion: Three Years of Science Instruction in Title I Schools among K-Third Grade Students

NASA Astrophysics Data System (ADS)

Kim, Kyung Hee; VanTassel-Baska, Joyce; Bracken, Bruce A.; Feng, Annie; Stambaugh, Tamra; Bland, Lori

2012-10-01

The purpose of the study was to measure the effects of higher level, inquiry-based science curricula on students at primary level in Title I schools. Approximately 3,300 K-3 students from six schools were assigned to experimental or control classes ( N = 115 total) on a random basis according to class. Experimental students were exposed to concept-based science curriculum that emphasized `deep learning' though concept mastery and investigation, whereas control classes learned science from traditional school-based curricula. Two ability measures, the Bracken Basic Concept Scale-Revised (BBCS-R, Bracken 1998) and the Naglieri Nonverbal Intelligence Test (NNAT, Naglieri 1991), were used for baseline information. Additionally, a standardized measure of student achievement in science (the MAT-8 science subtest), a standardized measure of critical thinking, and a measure for observing teachers' classroom behaviors were used to assess learning outcomes. Results indicated that all ability groups of students benefited from the science inquiry-based approach to learning that emphasized science concepts, and that there was a positive achievement effect for low socio-economic young children who were exposed to such a curriculum.

Should Science be Taught in Early Childhood?

NASA Astrophysics Data System (ADS)

Eshach, Haim; Fried, Michael N.

2005-09-01

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

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

ERIC Educational Resources Information Center

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

2003-01-01

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

Students' Concept-Building Approaches: A Novel Predictor of Success in Chemistry Courses

ERIC Educational Resources Information Center

Frey, Regina F.; Cahill, Michael J.; McDaniel, Mark A.

2017-01-01

One primary goal of many science courses is for students to learn creative problem-solving skills; that is, integrating concepts, explaining concepts in a problem context, and using concepts to solve problems. However, what science instructors see is that many students, even those having excellent SAT/ACT and Advanced Placement scores, struggle in…

Determination of Students' Alternative Conceptions about Chemical Equilibrium: A Review of Research and the Case of Turkey

ERIC Educational Resources Information Center

Ozmen, Haluk

2008-01-01

This study aims to determine prospective science student teachers' alternative conceptions of the chemical equilibrium concept. A 13-item pencil and paper, two-tier multiple choice diagnostic instrument, the Test to Identify Students' Alternative Conceptions (TISAC), was developed and administered to 90 second-semester science student teachers…

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.

Concept Study on a Flexible Standard Bus for Small Scientific Satellites

NASA Astrophysics Data System (ADS)

Fukuda, Seisuke; Sawai, Shujiro; Sakai, Shin-Ichiro; Saito, Hirobumi; Tohma, Takayuki; Takahashi, Junko; Toriumi, Tsuyoshi; Kitade, Kenji

In this paper, a new standard bus system for a series of small scientific satellites in the Institute of Space and Astronautical Science, Japan Aerospace Exploration Agency (ISAS/JAXA) is described. Since each mission proposed for the series has a wide variety of requirements, a lot of efforts are needed to enhance flexibility of the standard bus. Some concepts from different viewpoints are proposed. First, standardization layers concerning satellite configuration, instruments, interfaces, and design methods are defined respectively. Methods of product platform engineering, which classify specifications of the bus system into a core platform, alternative variants, and selectable variants, are also investigated in order to realize a semi-custom-made bus. Furthermore, a tradeoff between integration and modularization architecture is fully considered.

Plans for a Next Generation Space-Based Gravitational-Wave Observatory (NGO)

NASA Technical Reports Server (NTRS)

Livas, Jeffrey C.; Stebbins, Robin T.; Jennrich, Oliver

2012-01-01

The European Space Agency (ESA) is currently in the process of selecting a mission for the Cosmic Visions Program. A space-based gravitational wave observatory in the low-frequency band (0.0001 - 1 Hz) of the gravitational wave spectrum is one of the leading contenders. This low frequency band has a rich spectrum of astrophysical sources, and the LISA concept has been the key mission to cover this science for over twenty years. Tight budgets have recently forced ESA to consider a reformulation of the LISA mission concept that wi" allow the Cosmic Visions Program to proceed on schedule either with the US as a minority participant, or independently of the US altogether. We report on the status of these reformulation efforts.

What is Basic Research? Insights from Historical Semantics.

PubMed

Schauz, Désirée

2014-01-01

For some years now, the concept of basic research has been under attack. Yet although the significance of the concept is in doubt, basic research continues to be used as an analytical category in science studies. But what exactly is basic research? What is the difference between basic and applied research? This article seeks to answer these questions by applying historical semantics. I argue that the concept of basic research did not arise out of the tradition of pure science. On the contrary, this new concept emerged in the late 19th and early 20th centuries, a time when scientists were being confronted with rising expectations regarding the societal utility of science. Scientists used the concept in order to try to bridge the gap between the promise of utility and the uncertainty of scientific endeavour. Only after 1945, when United States science policy shaped the notion of basic research, did the concept revert to the older ideals of pure science. This revival of the purity discourse was caused by the specific historical situation in the US at that time: the need to reform federal research policy after the Second World War, the new dimension of ethical dilemmas in science and technology during the atomic era, and the tense political climate during the Cold War.

Selection of appropriate tumour data sets for Benchmark Dose Modelling (BMD) and derivation of a Margin of Exposure (MoE) for substances that are genotoxic and carcinogenic: considerations of biological relevance of tumour type, data quality and uncertainty assessment.

PubMed

Edler, Lutz; Hart, Andy; Greaves, Peter; Carthew, Philip; Coulet, Myriam; Boobis, Alan; Williams, Gary M; Smith, Benjamin

2014-08-01

This article addresses a number of concepts related to the selection and modelling of carcinogenicity data for the calculation of a Margin of Exposure. It follows up on the recommendations put forward by the International Life Sciences Institute - European branch in 2010 on the application of the Margin of Exposure (MoE) approach to substances in food that are genotoxic and carcinogenic. The aims are to provide practical guidance on the relevance of animal tumour data for human carcinogenic hazard assessment, appropriate selection of tumour data for Benchmark Dose Modelling, and approaches for dealing with the uncertainty associated with the selection of data for modelling and, consequently, the derived Point of Departure (PoD) used to calculate the MoE. Although the concepts outlined in this article are interrelated, the background expertise needed to address each topic varies. For instance, the expertise needed to make a judgement on biological relevance of a specific tumour type is clearly different to that needed to determine the statistical uncertainty around the data used for modelling a benchmark dose. As such, each topic is dealt with separately to allow those with specialised knowledge to target key areas of guidance and provide a more in-depth discussion on each subject for those new to the concept of the Margin of Exposure approach. Copyright © 2013 ILSI Europe. Published by Elsevier Ltd.. All rights reserved.

Development and Validation of the Life Sciences Assessment: A Measure of Preschool Children's Conceptions of Basic Life Sciences

ERIC Educational Resources Information Center

Maherally, Uzma Nooreen

2014-01-01

The purpose of this study was to develop and validate a science assessment tool termed the Life Sciences Assessment (LSA) in order to assess preschool children's conceptions of basic life sciences. The hypothesis was that the four sub-constructs, each of which can be measured through a series of questions on the LSA, will make a significant…

How Often Do Early Childhood Teachers Teach Science Concepts? Determinants of the Frequency of Science Teaching in Kindergarten

ERIC Educational Resources Information Center

Saçkes, Mesut

2014-01-01

The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…

Focusing on the Classical or Contemporary? Chinese Science Teacher Educators' Conceptions of Nature of Science Content to Be Taught to Pre-Service Science Teachers

ERIC Educational Resources Information Center

Wan, Zhi Hong; Wong, Siu Ling; Wei, Bing; Zhan, Ying

2013-01-01

Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators' conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content to be taught to pre-service…

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

ERIC Educational Resources Information Center

Abed, Osama H.

2016-01-01

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

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

ERIC Educational Resources Information Center

Michel, Hanno; Neumann, Irene

2016-01-01

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

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.

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.

Ruthenium(II)-catalysed remote C-H alkylations as a versatile platform to meta-decorated arenes

NASA Astrophysics Data System (ADS)

Li, Jie; Korvorapun, Korkit; de Sarkar, Suman; Rogge, Torben; Burns, David J.; Warratz, Svenja; Ackermann, Lutz

2017-06-01

The full control of positional selectivity is of prime importance in C-H activation technology. Chelation assistance served as the stimulus for the development of a plethora of ortho-selective arene functionalizations. In sharp contrast, meta-selective C-H functionalizations continue to be scarce, with all ruthenium-catalysed transformations currently requiring difficult to remove or modify nitrogen-containing heterocycles. Herein, we describe a unifying concept to access a wealth of meta-decorated arenes by a unique arene ligand effect in proximity-induced ruthenium(II) C-H activation catalysis. The transformative nature of our strategy is mirrored by providing a step-economical entry to a range of meta-substituted arenes, including ketones, acids, amines and phenols--key structural motifs in crop protection, material sciences, medicinal chemistry and pharmaceutical industries.

Titan Lifting Entry & Atmospheric Flight (T-LEAF) Science Mission

NASA Astrophysics Data System (ADS)

Lee, G.; Sen, B.; Ross, F.; Sokol, D.

2016-12-01

Northrop Grumman has been developing the Titan Lifting Entry & Atmospheric Flight (T-LEAF) sky rover to roam the lower atmosphere and observe at close quarters the lakes and plains of Saturn's ocean moon, Titan. T-LEAF also supports surface exploration and science by providing precision delivery of in-situ instruments to the surface of Titan. T-LEAF is a highly maneuverable sky rover and its aerodynamic shape (i.e., a flying wing) does not restrict it to following prevailing wind patterns on Titan, but allows mission operators to chart its course. This freedom of mobility allows T-LEAF to follow the shorelines of Titan's methane lakes, for example, or to target very specific surface locations. We will present a straw man concept of T-LEAF, including size, mass, power, on-board science payloads and measurement, and surface science dropsonde deployment CONOPS. We will discuss the various science instruments and their vehicle level impacts, such as meteorological and electric field sensors, acoustic sensors for measuring shallow depths, multi-spectral imagers, high definition cameras and surface science dropsondes. The stability of T-LEAF and its long residence time on Titan will provide for time to perform a large aerial survey of select prime surface targets deployment of dropsondes at selected locations surface measurements that are coordinated with on-board remote measurements communication relay capabilities to orbiter (or Earth). In this context, we will specifically focus upon key factors impacting the design and performance of T-LEAF science: science payload accommodation, constraints and opportunities characteristics of flight, payload deployment and measurement CONOPS in the Titan atmosphere. This presentation will show how these factors provide constraints as well as enable opportunities for novel long duration scientific studies of Titan's surface.

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

NASA Astrophysics Data System (ADS)

Bullock, S. M.; Hayhoe, D.

2012-12-01

With increased concern over the environment, all Ontario students now study soils, energy conservation, water systems, and climate change & the greenhouse effect in Grades 3, 5, 7, 8 and 10. Unfortunately, many prospective teachers at the elementary and intermediate levels come to teacher education programs with little or no formal science education beyond their own experiences as students in the K-12 system. We devised a series of concept tests (some binary choice, some multiple choice) designed to assess teacher candidates' conceptual understandings of soils, energy, water systems, and climate change and the greenhouse effect - the very content they are expected to teach their future students in the school system. We administered a pre-test to our students at two institutions to establish a baseline of their understanding. Then, we specifically devoted class time to exploring each of these themes in our science curriculum methods courses in order using research-based principles of teaching devoted to promoting conceptual change through the use of hands-on, inquiry approaches in science. After a few months had passed, we again administered the same tests to teacher candidates to measure candidates' conceptual gain. Some teacher candidates also participated in follow-up focus group interviews so that they could have the opportunity to articulate their understandings of concepts in environmental science using their own words. In this poster we will report on data collected for this project over the past two academic years. We have reached two broad conclusions. First, teacher candidates know a considerable amount about the four environmental topics that were selected, despite the fact that most participants in the research did not have post-secondary training in science. For example, participants tended to know that planting different crops on the soil in different years helps to maintain fertile soils and that warmer oceans will cause an increase in the severity of hurricanes. Second, participants in the research benefitted from a specific focus on environmental science content during their teacher education courses, particularly when the teaching of the content was modeled in a way congruent with research-based approaches to active learning in science. For example, there was a 38% gain in participants' understanding that an item lifted vertically gains potential energy and a 33% gain in understanding that the costs associated with climate change are likely to outweigh the economic benefits for most countries in the world. Results of the focus groups indicate that participants derive a good amount of their conceptual understanding of environmental science through the media, making it all the more important that they have a space to explore their understandings in a teacher education program. The research has also suggested some important questions worthy of future consideration. Our research has revealed pre-post gains on soil and energy concepts of between 10-15% in both years. However, our gains were only of the order of 5-7% with respect to concepts associated with water systems, and climate change and the greenhouse effect. Are these concepts inherently more challenging to our participants? Are more robust interventions required? Future research will address these and other questions.

Developing Science Operations Concepts for the Future of Planetary Surface Exploration

NASA Astrophysics Data System (ADS)

Young, K. E.; Bleacher, J. E.; Rogers, A. D.; McAdam, A.; Evans, C. A.; Graff, T. G.; Garry, W. B.; Whelley, P. L.; Scheidt, S.; Carter, L.; Coan, D.; Reagan, M.; Glotch, T.; Lewis, R.

2017-02-01

Human exploration of other planetary bodies is crucial in answering critical science questions about our solar system. As we seek to put humans on other surfaces by 2050, we must understand the science operations concepts needed for planetary EVA.

Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

ERIC Educational Resources Information Center

Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

2016-01-01

The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

Energy. Stop Faking It! Finally Understanding Science So You Can Teach It.

ERIC Educational Resources Information Center

Robertson, William C.

This book explains science concepts in a manner in which non-science teachers and parents can understand and learn science through activities. The concepts covered in this book include energy, simple machines, temperature, and heat transfer. Each chapter is supported with internet resources available at SciLinks and ends with a summary and…

The Effect of Home Related Science Activities on Students' Performance in Basic Science

ERIC Educational Resources Information Center

Obomanu, B. J.; Akporehwe, J. N.

2012-01-01

Our study investigated the effect of utilizing home related science activities on student's performance in some basic science concepts. The concepts considered were heart energy, ecology and mixtures. The sample consisted of two hundred and forty (240) basic junior secondary two (BJSS11) students drawn from a population of five thousand and…

Examining the Conceptual Organization of Students in an Integrated Algebra and Physical Science Class.

ERIC Educational Resources Information Center

Westbrook, Susan L.

1998-01-01

Compares the conceptual organization of students in an integrated algebra and physical science class (SAM 9) with that of students in a discipline-specific physical science class (PSO). Analysis of students' concept maps indicates that the SAM9 students used a greater number of procedural linkages to connect mathematics and science concepts than…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

The Relationship between Science Achievement and Self-Concept among Gifted Students from the Third International Earth Science Olympiad

ERIC Educational Resources Information Center

Chang, Chun-Yen; Lin, Pei-Ling

2017-01-01

This study investigated the relationship between gifted students' academic self-concept (ASC) and academic achievement (AC) in earth science with internationally representative high-school students from the third International Earth Science Olympiad (IESO) held in Taiwan in 2009. The results of regression analysis indicated that IESO students' ASC…

Conceptions of Environment in a Continuing Education Course for Science Teachers in Brazil

ERIC Educational Resources Information Center

dos Santos Matos, Mauricio; Barbosa, Paulo; Coelho-Matos, Myrna Elisa Chagas

2012-01-01

Studies focusing on environmental education and continuing education of science teachers play an important role in the science education area. This research analyzed conceptions of environment in a continuing education course for science teachers developed at the University of Sao Paulo, Brazil. The analysis of the material was made using a…

Supporting Conceptual Change in School Science: A Possible Role for Tacit Understanding

ERIC Educational Resources Information Center

Howe, Christine; Devine, Amy; Tavares, Joana Taylor

2013-01-01

When students reason during school science, they often refer to conceptions that are derived from out-of-school experiences and are poor proxies for science orthodoxy. However, for some areas of science, these conceptions represent only a proportion of students' full conceptual knowledge, for tacit understanding exists that is superior to the…

The part of cognitive science that is philosophy.

PubMed

Dennett, Daniel C

2009-04-01

There is much good work for philosophers to do in cognitive science if they adopt the constructive attitude that prevails in science, work toward testable hypotheses, and take on the task of clarifying the relationship between the scientific concepts and the everyday concepts with which we conduct our moral lives. Copyright © 2009 Cognitive Science Society, Inc.

What Is a Watershed? Implications of Student Conceptions for Environmental Science Education and the National Science Education Standards

ERIC Educational Resources Information Center

Shepardson, Daniel P.; Wee, Bryan; Priddy, Michelle; Schellenberger, Lauren; Harbor, Jon

2007-01-01

The purpose of this study was to investigate students' conceptions about watersheds. Specifically: (1) What are students' conceptions of a watershed? and (2) In what ways might students' conceptions vary by grade level and community setting? This study was descriptive in nature and reflected a cross-age design involving the collection of…

There is grandeur in this view of Newton: Charles Darwin, Isaac Newton and Victorian conceptions of scientific virtue.

PubMed

Bellon, Richard

2014-01-01

For Victorian men of science, the scientific revolution of the seventeenth century represented a moral awakening. Great theoretical triumphs of inductive science flowed directly from a philosophical spirit that embraced the virtues of self-discipline, courage, patience and humility. Isaac Newton exemplified this union of moral and intellectual excellence. This, at least, was the story crafted by scientific leaders like David Brewster, Thomas Chalmers, John Herschel, Adam Sedgwick and William Whewell. Not everyone accepted this reading of history. Evangelicals who decried the 'materialism' of mainstream science assigned a different meaning to Newton's legacy on behalf of their 'scriptural' alternative. High-church critics of science like John Henry Newman, on the other hand, denied that Newton's secular achievements carried any moral significance at all. These debates over Newtonian standards of philosophical behavior had a decisive influence on Charles Darwin as he developed his theory of evolution by natural selection. Copyright © 2014 Elsevier Ltd. All rights reserved.

The UV Survey Mission Concept, CETUS

NASA Astrophysics Data System (ADS)

Heap, Sara; and the CETUS Team

2018-01-01

In March 2017, NASA selected CETUS for study of a Probe-class mission concept. W. Danchi is the CETUS PI, and S. Heap is the Science PI. CETUS is primarily a UV survey telescope to complement survey telescopes of the 2020’s including E-ROSITA, Subaru Hyper Suprime Cam and Prime-Focus Spectrograph, WFIRST, and the Square Kilometer Array. CETUS comprises a 1.5-m wide-field telescope and three science instruments: a wide-field (1045” on a side) far-UV and near-UV camera; a similarly wide-field near-UV multi-object spectrograph utilizing a next-generation micro-shutter array; and a single-object spectrograph with options of spectral region (far-UV or near-UV) and spectral resolving power (2,000 or 40,000). The survey instruments will operate simultaneously thereby producing wide-field images in the near-UV and far-UV and a spectrogram containing near-UV spectra of up to 100 sources free of spectral overlap and astronomical background. ln concert with other survey telescopes, CETUS will focus on understanding galaxy evolution at cosmic noon (z~1-2).

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.

Space station orbit maintenance

NASA Technical Reports Server (NTRS)

Kaplan, D. I.; Jones, R. M.

1983-01-01

The orbit maintenance problem is examined for two low-earth-orbiting space station concepts - the large, manned Space Operations Center (SOC) and the smaller, unmanned Science and Applications Space Platform (SASP). Atmospheric drag forces are calculated, and circular orbit altitudes are selected to assure a 90 day decay period in the event of catastrophic propulsion system failure. Several thrusting strategies for orbit maintenance are discussed. Various chemical and electric propulsion systems for orbit maintenance are compared on the basis of propellant resupply requirements, power requirements, Shuttle launch costs, and technology readiness.

In Physics Education, Perception Matters

ERIC Educational Resources Information Center

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

2015-01-01

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

Earth and Life Science: Eighth Grade. Curriculum Guide.

ERIC Educational Resources Information Center

Harlandale Independent School District, San Antonio, TX. Career Education Center.

The guide is arranged in vertical columns relating curriculum concepts in earth science to curriculum performance objectives, career concepts and career performance objectives, suggested teaching methods, and resource materials. The course for eighth graders attempts to place the curriculum concepts in order of increasing difficulty. Occupational…

Students' perceptions of Roundhouse diagramming: a middle-school viewpoint

NASA Astrophysics Data System (ADS)

Ward, Robin E.; Wandersee, James H.

2002-02-01

This multiple case study explored the effects of Roundhouse diagram construction and use on meaningful learning of science concepts in a sixth-grade classroom. The investigation examined three issues: (1) the transformation of students' science conceptions as they become more proficient in constructing Roundhouse diagrams; (2) problems students encountered using this technique; and (3) the effect of choices of iconic images on their progress toward meaningfully learning science concepts. A Roundhouse diagram is a graphic representation of a learner's conceptual understanding regarding a predetermined science topic. This method involves recognizing the main ideas within a science lesson, breaking down the information into interrelated segments, and then linking each portion to an iconic image. These students typically gained a greater understanding of science explanations by constructing the diagrams. Student's science scores improved over the 10-week diagramming period and a positive relationship existed between students' choices and drawings of iconic images and the meaningful learning of science topics.

Evidence of The Importance of Philosophy of Science Course On Undergraduate Level

NASA Astrophysics Data System (ADS)

Suyono

2018-01-01

This study aimed to describe academic impact of Philosophy of Science course in change of students’ conceptions on the Nature of science (NOS) before and after attending the course. This study followed one group pretest-posttest design. Treatment in this study was Philosophy of Science course for one semester. Misconception diagnostic tests of the NOS had been developed by Suyono et al. (2015) equipped with Certainty of Response Index (CRI). It consists of 15 concept questions about the NOS. The number of students who were tested on Chemistry Education Program (CEP) and Chemistry Program (CP) respectively 42 and 45 students. This study shows that after the learning of Philosophy of Science course happened: (1) the decrease of the number of misconception students on the NOS from 47.47 to 19.20% in CEP and from 47.47 to 18.18% in CP and (2) the decrease in the number of concepts that understood as misconception by the large number of students from 11 to 2 concepts on the CEP and from 10 to 2 concepts on CP. Therefore, the existence of Philosophy of Science course has a positive academic impact on students from both programs on undergraduate level.

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.

Think Scientifically: Science Hidden in a Storybook

NASA Astrophysics Data System (ADS)

Van Norden, W. M.

2012-12-01

The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

Inhibitory control and counterintuitive science and maths reasoning in adolescence.

PubMed

Brookman-Byrne, Annie; Mareschal, Denis; Tolmie, Andrew K; Dumontheil, Iroise

2018-01-01

Existing concepts can be a major barrier to learning new counterintuitive concepts that contradict pre-existing experience-based beliefs or misleading perceptual cues. When reasoning about counterintuitive concepts, inhibitory control is thought to enable the suppression of incorrect concepts. This study investigated the association between inhibitory control and counterintuitive science and maths reasoning in adolescents (N = 90, 11-15 years). Both response and semantic inhibition were associated with counterintuitive science and maths reasoning, when controlling for age, general cognitive ability, and performance in control science and maths trials. Better response inhibition was associated with longer reaction times in counterintuitive trials, while better semantic inhibition was associated with higher accuracy in counterintuitive trials. This novel finding suggests that different aspects of inhibitory control may offer unique contributions to counterintuitive reasoning during adolescence and provides further support for the hypothesis that inhibitory control plays a role in science and maths reasoning.

Science on Spacelab. [astronomy, high energy astrophysics, life sciences, and solar, atmospheric and space physics

NASA Technical Reports Server (NTRS)

Schmerling, E. R.

1977-01-01

Spacelab was developed by the European Space Agency for the conduction of scientific and technological experiments in space. Spacelab can be taken into earth orbit by the Space Shuttle and returned to earth after a period of 1-3 weeks. The Spacelab modular system of pallets, pressurized modules, and racks can contain large payloads with high power and telemetry requirements. A working group has defined the 'Atmospheres, Magnetospheres, and Plasmas-in-Space' project. The project objectives include the absolute measurement of solar flux in a number of carefully selected bands at the same time at which atmospheric measurements are made. NASA is committed to the concept that the scientist is to play a key role in its scientific programs.

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.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Exploring Relations among Preservice Elementary Teachers' Ideas about Evolution, Understanding of Relevant Science Concepts, and College Science Coursework

ERIC Educational Resources Information Center

Rice, Diana C.; Kaya, Sibel

2012-01-01

This study investigated the relations among preservice elementary teachers' ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and…

Science Club--A Concept

ERIC Educational Resources Information Center

Wegner, Claas; Issak, Nicole; Tesch, Katharina; Zehne, Carolin

2016-01-01

The following article presents a concept of a science club which was developed by two master's students as a part of their thesis and which has been developed and improved ever since. The extra-curricular concept emphasises pupils' individuality through focusing on problem based leaning, station learning, and mixed age groups. Having joined the…

Concept Mapping and Pupils' Learning in Primary Science in Singapore

ERIC Educational Resources Information Center

Ling, Yuan; Boo, Hong Kwen

2007-01-01

This paper reports on a quasi-experimental study which examined the effectiveness of concept mapping as a revision tool in enhancing pupils' examination performances in primary science. The research objective seeks to determine whether there are significant differences in achievement between the concept mapping and traditional method of revision…

Future Science Teachers' Understandings of Diffusion and Osmosis Concepts

ERIC Educational Resources Information Center

Tomazic, Iztok; Vidic, Tatjana

2012-01-01

The concepts of diffusion and osmosis cross the disciplinary boundaries of physics, chemistry and biology. They are important for understanding how biological systems function. Since future (pre-service) science teachers in Slovenia encounter both concepts at physics, chemistry and biology courses during their studies, we assessed the first-,…

A Comparison of the Effects of Two Instructional Sequences Involving Science Laboratory Activities.

ERIC Educational Resources Information Center

Ivins, Jerry Edward

This study attempted to determine if students learn science concepts better when laboratories are used to verify concepts already intorduced through lectures and textbooks (verification laboratories or whether achievement and retention are improved when laboratories are used to introduce new concepts (directed discovery learning laboratories). The…

Soapy Science. Teaching Science.

ERIC Educational Resources Information Center

Leyden, Michael

1997-01-01

Describes a science and math activity that involves bubbles, shapes, colors, and solid geometry. Students build geometric shapes with soda straws and submerge the shapes in soapy water, allowing them to review basic geometry concepts, test hypotheses, and learn about other concepts such as diffraction, interference colors, and evaporation. (TJQ)

Process-Based Development of Competence Models to Computer Science Education

ERIC Educational Resources Information Center

Zendler, Andreas; Seitz, Cornelia; Klaudt, Dieter

2016-01-01

A process model ("cpm.4.CSE") is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to…

Prospective Science Teachers' Conceptions about Astronomical Subjects

ERIC Educational Resources Information Center

Küçüközer, Hüseyin

2007-01-01

The main objective of this study was to identify prospective science teachers' conceptions on basic astronomical phenomena. A questionnaire consisting of nine open-ended questions was administered to 327 prospective science teachers. The questionnaire was constructed after extensive review of the literature and took into consideration the reported…

Describing the organisational culture of a selection of community pharmacies using a tool borrowed from social science.

PubMed

Scahill, Shane; Harrison, Jeff; Carswell, Peter

2010-02-01

To describe the dimensions of organisational culture within a selection of community pharmacies. Community pharmacy in the New Zealand primary care sector which is partially government funded and currently undergoing major reform. Community pharmacy is under pressure to take on new roles, integrate within the wider primary care team and deliver the expectations of contemporary health policy. The mixed methods approach of concept mapping was undertaken with 10 representatives from six community pharmacies selected as case sites. The process was split into three parts (a) face to face brainstorming to generate statements describing culture, followed by (b) statement reduction, piloting and approval of statement list by participants, followed by (c) sorting the statements into 'like' groups. Multidimensional scaling analysis of participant sorting allows the development of discrete clusters of statements that describe aspects of organizational culture. A set of 105 statements were generated at the brainstorming meeting. Eight clusters of organisational culture resulted from participant sorting: leadership and staff management; valuing each other and the team; free thinking, fun and open to challenge; trusted behaviour; customer relations; focus on external integration; providing systematic advice; embracing innovation. Community pharmacy is under pressure to take on new roles and deliver and there is some evidence organisational culture of pharmacy may be a barrier. Our paper outlines the development of a survey instrument for describing organisational culture through Concept mapping, a tool borrowed from social sciences. This tool can be used for exploration of aspects of culture that may be important in the change management process for improving the effectiveness of community pharmacy as expected by contemporary primary health care policy.

High Altitude Long Endurance Air Vehicle Analysis of Alternatives and Technology Requirements Development

NASA Technical Reports Server (NTRS)

Nickol, Craig L.; Guynn, Mark D.; Kohout, Lisa L.; Ozoroski, Thomas A.

2007-01-01

The objective of this study was to develop a variety of High Altitude Long Endurance (HALE) Unmanned Aerial Vehicle (UAV) conceptual designs for two operationally useful missions (hurricane science and communications relay) and compare their performance and cost characteristics. Sixteen potential HALE UAV configurations were initially developed, including heavier-than-air (HTA) and lighter-than-air (LTA) concepts with both consumable fuel and solar regenerative (SR) propulsion systems. Through an Analysis of Alternatives (AoA) down select process, the two leading consumable fuel configurations (one each from the HTA and LTA alternatives) and an HTA SR configuration were selected for further analysis. Cost effectiveness analysis of the consumable fuel configurations revealed that simply maximizing vehicle endurance can lead to a sub-optimum system solution. An LTA concept with a hybrid propulsion system (solar arrays and a hydrogen-air proton exchange membrane fuel cell) was found to have the best mission performance; however, an HTA diesel-fueled wing-body-tail configuration emerged as the preferred consumable fuel concept because of the large size and technical risk of the LTA concept. The baseline missions could not be performed by even the best HTA SR concept. Mission and SR technology trade studies were conducted to enhance understanding of the potential capabilities of such a vehicle. With near-term technology SR-powered HTA vehicles are limited to operation in favorable solar conditions, such as the long days and short nights of summer at higher latitudes. Energy storage system specific energy and solar cell efficiency were found to be the key technology areas for enhancing HTA SR performance.

Seven propositions of the science of improvement: exploring foundations.

PubMed

Perla, Rocco J; Provost, Lloyd P; Parry, Gareth J

2013-01-01

The phrase "Science of Improvement" or "Improvement Science" is commonly used today by a range of people and professions to mean different things, creating confusion to those trying to learn about improvement. In this article, we briefly define the concepts of improvement and science, and review the history of the consideration of "improvement" as a science. We trace key concepts and ideas in improvement to their philosophical and theoretical foundation with a focus on Deming's System of Profound Knowledge. We suggest that Deming's system has a firm association with many contemporary and historic philosophic and scientific debates and concepts. With reference to these debates and concepts, we identify 7 propositions that provide the scientific and philosophical foundation for the science of improvement. A standard view of the science of improvement does not presently exist that is grounded in the philosophical and theoretical basis of the field. The 7 propositions outlined here demonstrate the value of examining the underpinnings of improvement. This is needed to both advance the field and minimize confusion about what the phrase "science of improvement" represents. We argue that advanced scientists of improvement are those who like Deming and Shewhart can integrate ideas, concepts, and models between scientific disciplines for the purpose of developing more robust improvement models, tools, and techniques with a focus on application and problem solving in real world contexts. The epistemological foundations and theoretical basis of the science of improvement and its reasoning methods need to be critically examined to ensure its continued development and relevance. If improvement efforts and projects in health care are to be characterized under the canon of science, then health care professionals engaged in quality improvement work would benefit from a standard set of core principles, a standard lexicon, and an understanding of the evolution of the science of improvement.

Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions

NASA Astrophysics Data System (ADS)

Siahaan, P.; Suryani, A.; Kaniawati, I.; Suhendi, E.; Samsudin, A.

2017-02-01

The purpose of this research is to identify the development of students’ science process skills (SPS) on linear motion concept by utilizing simple computer simulation. In order to simplify the learning process, the concept is able to be divided into three sub-concepts: 1) the definition of motion, 2) the uniform linear motion and 3) the uniformly accelerated motion. This research was administered via pre-experimental method with one group pretest-posttest design. The respondents which were involved in this research were 23 students of seventh grade in one of junior high schools in Bandung City. The improving process of students’ science process skill is examined based on normalized gain analysis from pretest and posttest scores for all sub-concepts. The result of this research shows that students’ science process skills are dramatically improved by 47% (moderate) on observation skill; 43% (moderate) on summarizing skill, 70% (high) on prediction skill, 44% (moderate) on communication skill and 49% (moderate) on classification skill. These results clarify that the utilizing simple computer simulations in physics learning is be able to improve overall science skills at moderate level.

At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

NASA Astrophysics Data System (ADS)

McLaughlin, Cheryl A.; MacFadden, Bruce J.

2014-12-01

This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

Concept-Oriented Reading Instruction (CORI). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

"Concept-Oriented Reading Instruction" is a reading comprehension instructional program for grades 3-9 that integrates reading and science through activities and the use of science books during reading instruction. The program supplements a school's standard science and reading curricula and offers instruction in reading strategies,…

Teaching for Conceptual Change in Space Science

ERIC Educational Resources Information Center

Brunsell, Eric; Marcks, Jason

2007-01-01

Nearly 20 years after the release of The Harvard-Smithsonian Center for Astrophysics' video, "A Private Universe", much research has been done in relation to students' understanding of space-science concepts and how to effectively change these ideas. However, student difficulties with basic space-science concepts still persist. This article will…

Students' Conceptions as Dynamically Emergent Structures

ERIC Educational Resources Information Center

Brown, David E.

2014-01-01

There is wide consensus that learning in science must be considered a process of conceptual change rather than simply information accrual. There are three perspectives on students' conceptions and conceptual change in science that have significant presence in the science education literature: students' ideas as misconceptions, as…

Preservice Science Teachers' Beliefs about Astronomy Concepts

ERIC Educational Resources Information Center

Ozkan, Gulbin; Akcay, Hakan

2016-01-01

The purpose of this study was to investigate preservice science teachers' conceptual understanding of astronomy concepts. Qualitative research methods were used. The sample consists of 118 preservice science teachers (40 freshmen, 31 sophomores, and 47 juniors). The data were collected with Astronomy Conceptual Questionnaire (ACQ) that includes 13…

Possible Science Selves: Informal Learning and the Career Interest Development Process

ERIC Educational Resources Information Center

Mills, Leila A.

2014-01-01

This research examines the relationship between career related self-concept and dimensions of informal learning of science. The overlapping dimensions of career interest development and informal learning suggest that self-directed informal learning of science can advance individual self-concept for "possible scientific self." Possible…

Argumentation in Science Class: Its Planning, Practice, and Effect on Student Motivation

ERIC Educational Resources Information Center

Taneja, Anju

2016-01-01

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura's construct of motivation and concepts of…

Teaching Science in a Multicultural World.

ERIC Educational Resources Information Center

Offutt, Elizabeth Rhodes

This book is designed to be a source of ideas and motivation to encourage curiosity in children, provide opportunities to develop scientific processing skills, find out about cultures around the world, and explore science concepts. This resource incorporates multicultural literature and approaches into the teaching of science concepts in the…

Family and Consumer Sciences: A Facility Planning and Design Guide for School Systems.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

This document presents design concepts and considerations for planning and developing middle and high school family and consumer sciences education facilities. It includes discussions on family and consumer sciences education trends and the facility planning process. Design concepts explore multipurpose laboratories and spaces for food/nutrition…

Making Science Misconceptions Work for Us

ERIC Educational Resources Information Center

Elliott, Katrina; Pillman, Anne

2016-01-01

This paper explores strategies for teachers to work with science conceptions, both those consistent and those inconsistent with western science understanding. It emphasises the value of teachers checking their own and their students' prior understanding of concepts to be learnt. A past approach of educators has been to replace old beliefs with new…

Earth Science Activities: A Guide to Effective Elementary School Science Teaching.

ERIC Educational Resources Information Center

Kanis, Ira B.; Yasso, Warren E.

The primary emphasis of this book is on new or revised earth science activities that promote concept development rather than mere verification of concepts learned by passive means. Chapter 2 describes philosophies, strategies, methods, and techniques to guide preservice and inservice teachers, school building administrators, and curriculum…

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.

Variable tunneling barriers in FEBID based PtC metal-matrix nanocomposites as a transducing element for humidity sensing.

PubMed

Kolb, Florian; Schmoltner, Kerstin; Huth, Michael; Hohenau, Andreas; Krenn, Joachim; Klug, Andreas; List, Emil J W; Plank, Harald

2013-08-02

The development of simple gas sensing concepts is still of great interest for science and technology. The demands on an ideal device would be a single-step fabrication method providing a device which is sensitive, analyte-selective, quantitative, and reversible without special operating/reformation conditions such as high temperatures or special environments. In this study we demonstrate a new gas sensing concept based on a nanosized PtC metal-matrix system fabricated in a single step via focused electron beam induced deposition (FEBID). The sensors react selectively on polar H2O molecules quantitatively and reversibly without any special reformation conditions after detection events, whereas non-polar species (O2, CO2, N2) produce no response. The key elements are isolated Pt nanograins (2-3 nm) which are embedded in a dielectric carbon matrix. The electrical transport in such materials is based on tunneling effects in the correlated variable range hopping regime, where the dielectric carbon matrix screens the electric field between the particles, which governs the final conductivity. The specific change of these dielectric properties by the physisorption of polar gas molecules (H2O) can change the tunneling probability and thus the overall conductivity, allowing their application as a simple and straightforward sensing concept.

The Solar Probe mission - Mission design concepts and requirements

NASA Technical Reports Server (NTRS)

Ayon, Juan A.

1992-01-01

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

Hearts and minds in the science classroom: The education of a confirmed evolutionist

NASA Astrophysics Data System (ADS)

Jackson, David F.; Doster, Elizabeth C.; Meadows, Lee; Wood, Teresa

This study traces a heuristic inquiry process from the point of view of a science educator, from a secular-humanist background in the northern United States, attempting to better understand and appreciate a major aspect of religious-influenced culture in the southern United States which has a major bearing on science education in the region. The intellectual and emotional viewpoints of selected scientists, science educators, science teachers, and prospective science teachers are examined regarding the relationship between their orthodox Christian religious beliefs and biological evolutionary theory. We view the prospect of teaching evolution to students with such a religious commitment as a prime example of the severe limitations of cognitively-oriented conceptual change theory. We also view conflicts between religion and science regarding evolution as a bona fide example of a multicultural issue in education. These theoretical perspectives are inconsistent with the common tendency among science professionals to view or treat orthodox Christian students in a manner unconscionable with others - to disrespect their intellect or belittle their motivations, to offer judgments based on stereotypes and prejudices, to ignore threats to personal selfesteem, or to deny the de facto connection of some scientific conceptions to the morals, attitudes, and values of individuals with such religious commitments.Received: 14 June 1994; Revised: 7 November 1994;

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

NASA Astrophysics Data System (ADS)

Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept mapping in their classrooms. (3) Identify challenges educators experience when they implement concept mapping. (4) Explore factors that impact on facilitating collaborative action research. (5) Provide insight into my growth as an action research facilitator.

Examining the Relationships among Academic Self-Concept, Instrumental Motivation, and TIMSS 2007 Science Scores: A Cross-Cultural Comparison of Five East Asian Countries/Regions and the United States

ERIC Educational Resources Information Center

Yu, Chong Ho

2012-01-01

Many American authors expressed their concern that US competitiveness in science, technology, engineering, and mathematics (STEM) is losing ground. Using the Trends in International Mathematics and Science Study (TIMSS) 2007 data, this study investigated how academic self-concept and instrumental motivation influence science test performance among…

The Impact of a Cryogenics-Based Enrichment Programme on Attitude Towards Science and the Learning of Science Concepts. Research Report

ERIC Educational Resources Information Center

Caleon, Imelda; Subramaniam, R.

2005-01-01

This study explores the impact of a cryogenics-based enrichment programme, which involves demonstrations that use liquid nitrogen, on attitudes towards science and the learning of science concepts. The findings presented in this paper are based on a sample of 214 fifth-grade students from two schools in Singapore who had their enrichment lesson in…

Changing Preservice Science Teachers' Views of Nature of Science: Why Some Conceptions May Be More Easily Altered than Others

ERIC Educational Resources Information Center

Mesci, Gunkut; Schwartz, Renee' S.

2017-01-01

The purpose of this study was to assess preservice teachers' views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and…

Exploring Elementary Science Methods Course Contexts to Improve Preservice Teachers' NOS of Science Conceptions and Understandings of NOS Teaching Strategies

ERIC Educational Resources Information Center

Akerson, Valarie L.; Weiland, Ingrid; Rogers, Meredith Park; Pongsanon, Khemmawaddee; Bilican, Kader

2014-01-01

We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the teaching of science through the consistent teaching…

Biomechanical Concepts for the Physical Educator

ERIC Educational Resources Information Center

Strohmeyer, H. Scott

2004-01-01

The concepts and principles of biomechanics are familiar to the teacher of physical science as well as to the physical educator. The difference between the two instructors, however, is that one knows the language of science and the other provides an experientially rich environment to support acquisition of these concepts and principles. Use of…

Using Concept Maps in Political Science

ERIC Educational Resources Information Center

Chamberlain, Robert P.

2015-01-01

Concept mapping is a pedagogical technique that was developed in the 1970s and is being used in K-12 and postsecondary education. Although it has shown excellent results in other fields, it is still rare in political science. In this research note, I discuss the implementation and testing of concept mapping in my Advanced Introduction to…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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…

Exploring High School Students' Perceptions of Solar Energy and Solar Cells

ERIC Educational Resources Information Center

Kishore, Padmini; Kisiel, James

2013-01-01

Although studies examining student understanding of key concepts are common throughout the science education literature, few have examined science concepts linked to conservation or environmental issues such as global warming and alternative energy. How students make sense of these complex concepts has the potential to influence their role as…