The Delphi Technique in Identifying Learning Objectives for the Development of Science, Technology and Society Modules for Palestinian Ninth Grade Science Curriculum

NASA Astrophysics Data System (ADS)

Abualrob, Marwan M. A.; Gnanamalar Sarojini Daniel, Esther

2013-10-01

This article outlines how learning objectives based upon science, technology and society (STS) elements for Palestinian ninth grade science textbooks were identified, which was part of a bigger study to establish an STS foundation in the ninth grade science curriculum in Palestine. First, an initial list of STS elements was determined. Second, using this list, ninth grade science textbooks and curriculum document contents were analyzed. Third, based on this content analysis, a possible list of 71 learning objectives for the integration of STS elements was prepared. This list of learning objectives was refined by using a two-round Delphi technique. The Delphi study was used to rate and to determine the consensus regarding which items (i.e. learning objectives for STS in the ninth grade science textbooks in Palestine) are to be accepted for inclusion. The results revealed that of the initial 71 objectives in round one, 59 objectives within round two had a mean score of 5.683 or higher, which indicated that the learning objectives could be included in the development of STS modules for ninth grade science in Palestine.

'Anyone can edit', not everyone does: Wikipedia's infrastructure and the gender gap.

PubMed

Ford, Heather; Wajcman, Judy

2017-08-01

Feminist STS has long established that science's provenance as a male domain continues to define what counts as knowledge and expertise. Wikipedia, arguably one of the most powerful sources of information today, was initially lauded as providing the opportunity to rebuild knowledge institutions by providing greater representation of multiple groups. However, less than ten percent of Wikipedia editors are women. At one level, this imbalance in contributions and therefore content is yet another case of the masculine culture of technoscience. This is an important argument and, in this article, we examine the empirical research that highlights these issues. Our main objective, however, is to extend current accounts by demonstrating that Wikipedia's infrastructure introduces new and less visible sources of gender disparity. In sum, our aim here is to present a consolidated analysis of the gendering of Wikipedia.

The Effects of STS Issue Investigation and Action Instruction Versus Traditional Life Science Instruction on Seventh Grade Students' Citizenship Behaviors

NASA Astrophysics Data System (ADS)

Wiesenmayer, Randall L.; Rubba, Peter A.

1999-06-01

The purpose of this study was to determine the effects of employing an STS instructional model that addresses each of the four goal levels of STS education versus an instructional model containing only life science content, on seventh grade students' participation in citizenship action on STS issues. A modified version of the non-equivalent control group quasi-experimental research design was used with seventeen intact seventh grade life science classes, ten of which received STS instruction ( N = 264) and seven of which received life science instruction ( N = 136) over 20 school days. The STS instruction sequentially addressed each of the four goal levels for STS education. Data were collected using the Actions Taken on Public Issues instrument to measure citizenship behaviors. ANOVA and repeated measures ANOVA were employed to analyze data. It was concluded from the findings that employment of an STS issue investigation with an action instructional model that addressed the four goal levels of STS education significantly increased seventh grade students' participation in citizenship actions on STS issues. Implications and recommendations are provided.

Thai primary students' understanding of nature of science (NOS) in learning about force and motion for explicit NOS through STS approach

NASA Astrophysics Data System (ADS)

Jimakorn, Narakorn; Yuenyong, Chokchai

2018-01-01

This paper aimed to study of primary school students' understanding of nature of science in learning about force and motion for Explicit Nature of Science through science technology and society (STS) approach. Participants were 11 Grade 5 students who study in Baan Khongtaphet, Bothong, Chonburi, Thailand. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about force and motion through Yuenyong (2006) science technology and society (STS) approach. The issues of making skate board was brought into the class in order to enhance students learning about force and motion and applying knowledge for designing skate board. The intervention was also designed to allow students explicitly mentioning their ideas about nature of science related to learning activities of STS force and motion. Students' understanding of nature of science was interpreted through students' worksheets, participant observation, students' journal writing and informal interview. The findings revealed that majority of students could reflect their ideas related to many aspects of nature of science. This included Science demands and relies on empirical evidence; knowledge production in science shares many common factors and shared habits of mind, norms, logical thinking and methods; tentative of scientific knowledge; historical, cultural and social influences on science; historical, cultural and social influences on science; science and its methods cannot answer all questions. The study has implications for NOS teaching in Thailand primary school.

Web-Based Information on the Treatment of Tobacco Dependence for Oral Health Professionals: Analysis of English-Written Websites.

PubMed

Diniz-Freitas, Márcio; Insua, Angel; Keat, Ross; Fricain, Jean Christophe; Catros, Sylvain; Monteiro, Luis; Silva, Luis; Lodi, Giovanni; Pispero, Alberto; Albuquerque, Rui

2017-10-20

Studies have been conducted on the content and quality of Web-based information for patients who are interested in smoking cessation advice and for health care practitioners regarding the content of e-learning programs about tobacco cessation. However, to the best of our knowledge, there is no such information about the quality of Web-based learning resources regarding smoking cessation dedicated to oral health professionals. The aim of this study was to identify and evaluate the quality of the content of webpages providing information about smoking cessation for oral health care professionals. Websites were identified using Google and Health on Net (HON) search engines using the terms: smoking cessation OR quit smoking OR stop smoking OR 3As OR 5As OR tobacco counselling AND dentistry OR dental clinic OR dentist OR dental hygienist OR oral health professionals. The first 100 consecutive results of the 2 search engines were considered for the study. Quality assessment was rated using the DISCERN questionnaire, the Journal of the American Medical Association (JAMA) benchmarks, and the HON seal. In addition, smoking cessation content on each site was assessed using an abbreviated version of the Smoke Treatment Scale (STS-C) and the Smoking Treatment Scale-Rating (STS-R). To assess legibility of the selected websites, the Flesch Reading Ease (FRES) and the Flesch-Kinkaid Reading Grade Level (FKRGL) were used. Websites were also classified into multimedia and nonmultimedia and friendly and nonfriendly usability. Of the first 200 sites selected (100 of Google and 100 of HON), only 11 met the inclusion criteria and mainly belonged to governmental institutions (n=8), with the others being prepared by Professional Associations (n=2) and nonprofit organizations (n=1). Only 3 were exclusively dedicated to smoking cessation. The average score obtained with the DISCERN was 3.0, and the average score in the FKRGL and FRES was 13.31 (standard deviation, SD 3.34) and 40.73 (SD 15.46), respectively. Of the 11 websites evaluated, none achieved all the four JAMA benchmarks. The mean score of STS-R among all the websites was 2.81 (SD 0.95) out of 5. A significant strong positive correlation was obtained between the DISCERN mean values and the STS-R (R=.89, P=.01). The mean quality of webpages with information for oral health care professionals about smoking cessation is low and displayed a high heterogeneity. These webpages are also difficult to read and often lack multimedia resources, which further limits their usefulness. ©Márcio Diniz-Freitas, Angel Insua, Ross Keat, Jean Christophe Fricain, Sylvain Catros, Luis Monteiro, Luis Silva, Giovanni Lodi, Alberto Pispero, Rui Albuquerque. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 20.10.2017.

Encouraging Balanced Scientific Research through Formal Debate

ERIC Educational Resources Information Center

Yurgelun, Nancy

2007-01-01

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

Biomedicine, Psychology and the Kindergarten: Children at Risk and Emerging Knowledge Practices

ERIC Educational Resources Information Center

Kontopodis, Michalis

2013-01-01

This study moves in the space between two fields: science and technology studies (STS) and childhood studies; it thus belongs to the broader STS literature that investigates everyday practices outside the laboratory. The interpretation of ethnographic and bibliographic data on contemporary cardiovascular and obesity prevention in German…

STS-34 onboard view of iodine comparator assembly used to check water quality

NASA Image and Video Library

1989-10-23

STS034-10-014 (18-23 Oct. 1989) --- An onboard 35mm camera provides a closeup view of an STS-34 beverage container doubling as an experiment module for a test involving iodine concentration in onboard water. The examination called for the adding of starch to a specimen of Atlantis' fuel-cell produced water. The liquid was then compared against the color chart for determining the degree of iodine content. The experiment was designed by Terry H. Slezak of JSC's Photographic Technology and Television Division.

Beyond the Triple Helix: Framing STS in the Developmental Context

ERIC Educational Resources Information Center

Amir, Sulfikar; Nugroho, Yanuar

2013-01-01

For the past three decades or so, the field of Science and Technology Studies (STS) has shed light on the interrelationship between modern science and technology, on one side, and contemporary society, on the other. A majority of this knowledge and insights are situated in the context of Western societies, or more precisely, in economically and…

Individual-and Setting-Level Correlates of Secondary Traumatic Stress in Rape Crisis Center Staff.

PubMed

Dworkin, Emily R; Sorell, Nicole R; Allen, Nicole E

2016-02-01

Secondary traumatic stress (STS) is an issue of significant concern among providers who work with survivors of sexual assault. Although STS has been studied in relation to individual-level characteristics of a variety of types of trauma responders, less research has focused specifically on rape crisis centers as environments that might convey risk or protection from STS, and no research to knowledge has modeled setting-level variation in correlates of STS. The current study uses a sample of 164 staff members representing 40 rape crisis centers across a single Midwestern state to investigate the staff member-and agency-level correlates of STS. Results suggest that correlates exist at both levels of analysis. Younger age and greater severity of sexual assault history were statistically significant individual-level predictors of increased STS. Greater frequency of supervision was more strongly related to secondary stress for non-advocates than for advocates. At the setting level, lower levels of supervision and higher client loads agency-wide accounted for unique variance in staff members' STS. These findings suggest that characteristics of both providers and their settings are important to consider when understanding their STS. © The Author(s) 2014.

Changes in Arabidopsis leaf ultrastructure, chlorophyll and carbohydrate content during spaceflight depend on ventilation

NASA Technical Reports Server (NTRS)

Musgrave, M. E.; Kuang, A.; Brown, C. S.; Matthews, S. W.

1998-01-01

Leaf structure and function under spaceflight conditions have received little study despite their important implications for biological life support systems using plants. Previous reports described disruption of the membrane apparatus for photosynthesis and a general decrease in carbohydrate content in foliage. During a series of three short-duration experiments (Chromex-03, -04, -05) on the US space shuttle (STS-54, STS-51, STS-68), we examined Arabidopsis thaliana leaves. The plants were at the rosette stage at the time of loading onto the space shuttle, and received the same light, temperature, carbon dioxide and humidity regimes in the orbiter as in ground controls. The experiments differed according to the regime provided in the headspace around the plants: this was either sealed (on mission STS-54); sealed with high levels of carbon dioxide (on mission STS-51) or vented to the cabin air through a filtration system (on mission STS-68). Immediately post-flight, leaf materials were fixed for microscopy or frozen in liquid nitrogen for subsequent analyses of chlorophyll and foliar carbohydrates. At the ultrastructural level, no aberrations in membrane structure were observed in any of the experiments. When air-flow was provided, plastids developed large starch grains in both spaceflight and ground controls. In the experiments with sealed chambers, spaceflight plants differed from ground controls with regard to measured concentrations of carbohydrate and chlorophyll, but the addition of airflow eliminated these differences. The results point to the crucial importance of consideration of the foliage microenvironment when spaceflight effects on leaf structure and metabolism are studied.

Impact of the Knowledge and Beliefs of Egyptian Science Teachers in Integrating a STS Based Curriculum: A Sociocultural Perspective

ERIC Educational Resources Information Center

Mansour, Nasser

2010-01-01

The failure of much curriculum innovation has been attributed to the neglect by innovators of teachers' perceptions. The purpose of this study was to investigate inservice science teachers views of integrating Science, Technology and Society (STS) issues into the science curriculum and identify the factors that influence their decisions concerning…

Knowledge Management System Model for Learning Organisations

ERIC Educational Resources Information Center

Amin, Yousif; Monamad, Roshayu

2017-01-01

Based on the literature of knowledge management (KM), this paper reports on the progress of developing a new knowledge management system (KMS) model with components architecture that are distributed over the widely-recognised socio-technical system (STS) aspects to guide developers for selecting the most applicable components to support their KM…

An Interdisciplinary Education Initiative to Promote Blood Conservation in Cardiac Surgery.

PubMed

Goda, Tamara S; Sherrod, Brad; Kindell, Linda

Transfusion practices vary extensively for patients undergoing cardiac surgical procedures, leading to high utilization of blood products despite evidence that transfusions negatively impact outcomes. An important factor affecting transfusion practice is recognition of the importance of teams in cardiac surgery care delivery. This article reports an evidenced-based practice (EBP) initiative constructed using the Society of Thoracic Surgery (STS) 2011 Blood Conservation Clinical Practice Guidelines (CPGs) to standardize transfusion practice across the cardiac surgery team at a large academic medical center. Project outcomes included: a) Improvement in clinician knowledge related to the STS Blood Conservation CPGs; and b) Decreased blood product utilization for patients undergoing cardiac surgical procedures. Participants' scores reflected an improvement in the overall knowledge of the STS CPGs noting a 31.1% (p = 0.012) increase in the number of participants whose practice reflected the Blood Conservation CPGs post intervention. Additionally, there was a reduction in overall blood product utilization for all patients undergoing cardiac surgery procedures post intervention (p = 0.005). Interdisciplinary education based on the STS Blood Conservation CPGs is an effective way to reduce transfusion practice variability and decrease utilization of blood products during cardiac surgery.

Theory of scanning tunneling spectroscopy: from Kondo impurities to heavy fermion materials

NASA Astrophysics Data System (ADS)

Morr, Dirk K.

2017-01-01

Kondo systems ranging from the single Kondo impurity to heavy fermion materials present us with a plethora of unconventional properties whose theoretical understanding is still one of the major open problems in condensed matter physics. Over the last few years, groundbreaking scanning tunneling spectroscopy (STS) experiments have provided unprecedented new insight into the electronic structure of Kondo systems. Interpreting the results of these experiments—the differential conductance and the quasi-particle interference spectrum—however, has been complicated by the fact that electrons tunneling from the STS tip into the system can tunnel either into the heavy magnetic moment or the light conduction band states. In this article, we briefly review the theoretical progress made in understanding how quantum interference between these two tunneling paths affects the experimental STS results. We show how this theoretical insight has allowed us to interpret the results of STS experiments on a series of heavy fermion materials providing detailed knowledge of their complex electronic structure. It is this knowledge that is a conditio sine qua non for developing a deeper understanding of the fascinating properties exhibited by heavy fermion materials, ranging from unconventional superconductivity to non-Fermi-liquid behavior in the vicinity of quantum critical points.

Caution, contention, and consolidation.

PubMed

Dorr, Robert F

2005-07-01

The Washington Watch column provides an overview of NASA's cautious approach to the launch of Space Shuttle Discovery STS-114, contention between the Air Force and administration about production of the F/A-22 Raptor aircraft, and consolidation among U.S. airline companies.

STS-57 crewmembers examine stowage locker contents during bench review

NASA Technical Reports Server (NTRS)

1993-01-01

STS-57 Endeavour, Orbiter Vehicle (OV) 105, crewmembers, wearing clean suits, examine stowage locker contents during their bench review at Boeing's Flight Equipment Processing Facility (FEPF) located near JSC. Pilot Brian J. Duffy pulls equipment from a locker while Commander Ronald J. Grabe (behind him), Mission Specialist 2 (MS2) Nancy J. Sherlock, Payload Commander (PLC) G. David Low (holding checklist), and MS3 Peter J.K. Wisoff discuss checklist procedures. The crewmembers reviewed equipment locations for OV-105 as well as the SPACEHAB-01 (Commercial Middeck Augmentation Module (CMAM)) experiment stowage locations. Photo taken by NASA JSC contract photographer Benny Benavides.

Prospective evaluation of a complex public health intervention: lessons from an initial and follow-up cross-sectional survey of the tuberculosis strain typing service in England.

PubMed

Mears, Jessica; Abubakar, Ibrahim; Crisp, Debbie; Maguire, Helen; Innes, John A; Lilley, Mike; Lord, Joanne; Cohen, Ted; Borgdorff, Martien W; Vynnycky, Emilia; McHugh, Timothy D; Sonnenberg, Pam

2014-10-02

The national tuberculosis strain typing service (TB-STS) was introduced in England in 2010. The TB-STS involves MIRU-VNTR typing of isolates from all TB patients for the prospective identification, reporting and investigation of TB strain typing clusters. As part of a mixed-method evaluation, we report on a repeated cross-sectional survey to illustrate the challenges surrounding the evaluation of a complex national public health intervention. An online initial and follow-up questionnaire survey assessed the knowledge, attitudes and practices of public health staff, physicians and nurses working in TB control in November 2010 and March 2012. It included questions on the implementation, experience and uptake of the TB-STS. Participants that responded to both surveys were included in the analysis. 248 participants responded to the initial survey and 137 of these responded to the follow-up survey (56% retention). Knowledge: A significant increase in knowledge was observed, including a rise in the proportion of respondents who had received training (28.6% to 67.9%, p = 0.003), and the self-rated knowledge of how to use strain typing had improved ('no knowledge' decreased from 43.2% to 27.4%). Attitudes: The majority of respondents found strain typing useful; the proportion that reported strain typing to be useful was similar across the two surveys (95.7% to 94.7%, p = 0.67). Practices: There were significant increases between the initial and follow-up surveys in the number of respondents who reported using strain typing (57.0% to 80.5%, p < 0.001) and the proportion of time health protection staff spent on investigating TB (2.74% to 7.08%, p = 0.04). Evaluation of a complex public health intervention is challenging. In this example, the immediate national roll-out of the TB-STS meant that a controlled survey design was not possible. This study informs the future development of the TB-STS by identifying the need for training to reach wider professional groups, and argues for its continuation based on service users' perception that it is useful. By highlighting the importance of a well-defined sampling frame, collecting baseline information, and including all stakeholders, it provides lessons for the implementation of similar services in other countries and future evaluations of public health interventions.

Aortic valve insufficiency in the teenager and young adult: the role of prosthetic valve replacement.

PubMed

Bradley, Scott M

2013-10-01

The contents of this article were presented in the session "Aortic insufficiency in the teenager" at the congenital parallel symposium of the 2013 Society of Thoracic Surgeons (STS) annual meeting. The accompanying articles detail the approaches of aortic valve repair and the Ross procedure.(1,2) The current article focuses on prosthetic valve replacement. For many young patients requiring aortic valve surgery, either aortic valve repair or a Ross procedure provides a good option. The advantages include avoidance of anticoagulation and potential for growth. In other patients, a prosthetic valve is an appropriate alternative. This article discusses the current state of knowledge regarding mechanical and bioprosthetic valve prostheses and their specific advantages relative to valve repair or a Ross procedure. In current practice, young patients requiring aortic valve surgery frequently undergo valve replacement with a prosthetic valve. In STS adult cardiac database, among patients ≤30 years of age undergoing aortic valve surgery, 34% had placement of a mechanical valve, 51% had placement of a bioprosthetic valve, 9% had aortic valve repair, and 2% had a Ross procedure. In the STS congenital database, among patients 12 to 30 years of age undergoing aortic valve surgery, 21% had placement of a mechanical valve, 18% had placement of a bioprosthetic valve, 30% had aortic valve repair, and 24% had a Ross procedure. In the future, the balance among these options may be altered by design improvements in prosthetic valves, alternatives to warfarin, the development of new patch materials for valve repair, and techniques to avoid Ross autograft failure.

The representation of semantic knowledge in a child with Williams syndrome.

PubMed

Robinson, Sally J; Temple, Christine M

2009-05-01

This study investigated whether there are distinct types of semantic knowledge with distinct representational bases during development. The representation of semantic knowledge in a teenage child (S.T.) with Williams syndrome was explored for the categories of animals, fruit, and vegetables, manipulable objects, and nonmanipulable objects. S.T.'s lexical stores were of a normal size but the volume of "sensory feature" semantic knowledge she generated in oral descriptions was reduced. In visual recognition decisions, S.T. made more false positives to nonitems than did controls. Although overall naming of pictures was unimpaired, S.T. exhibited a category-specific anomia for nonmanipulable objects and impaired naming of visual-feature descriptions of animals. S.T.'s performance was interpreted as reflecting the impaired integration of distinctive features from perceptual input, which may impact upon nonmanipulable objects to a greater extent than the other knowledge categories. Performance was used to inform adult-based models of semantic representation, with category structure proposed to emerge due to differing degrees of dependency upon underlying knowledge types, feature correlations, and the acquisition of information from modality-specific processing modules.

STS-99 Mission Highlights Resource Tape, Part 1 of 2

NASA Technical Reports Server (NTRS)

2000-01-01

An overview of the STS-99 Endeavour mission is given through footage of each flight day. Scenes from flight days one through ten show activities such as astronaut prelaunch procedures (breakfast, suit-up, and boarding Endeavour), launch, and on-orbit activities such as the deployment of the Shuttle Radar Topography Mission (SRTM) instrument. Crewmembers are seeing during such everyday activities as brushing their teeth, exercising (bicycle), and emerging from their sleeping bunks. One of the crewmembers shows the contents of the onboard medical kit. See 'STS-99 Mission Highlights Resource Tape, Part 2 of 2' for the activities of flight days 11-12 and the landing of Endeavour.

STS-29 Discovery, OV-103, crewmembers during bench review at Boeing FEPF

NASA Image and Video Library

1989-01-20

S89-26240 (20 Jan 1989) --- Four of the five STS-29 crewmembers inspect the content of their emergency medical and medication kits during the recent bench review of middeck locker equipment avaialable for their scheduled March 1989 flight. From left to right are Astronauts James H. Buchli, John E. Blaha, James P. Bagian and Michael L. Coats. Not pictured is Robert C. Springer.

Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

NASA Astrophysics Data System (ADS)

Perkins, Gita

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out subcategories with regard to emotional and professional characteristics of a good teacher, under the category of characteristics of teaching approach. With respect to the category of course experience, subcategories of useful knowledge to solve real-life problems and knowledge for future career were revealed. The differences between the control group females and STS group females with respect to these characteristics was striking and threw insight into how teacher behavior and teaching approach shape student attitudes to chemistry in case of female students.

IIaO ultraviolet and nuclear emulsion films responses to orbital flights on STS-3, STS-7, STS-8, and STS-40

NASA Technical Reports Server (NTRS)

Hammond, E. C., Jr.; Peters, K. A.; Blake, S. M.; Bailey, Y.; Johnson, D.; Robancho, S.; Stober, A.

1992-01-01

Two types of film were flown on STS-40 space shuttle mission in June 1991. The IIaO special purpose ultraviolet film showed continued desensitization because of various thermal and cosmic ray interactions. The films were exposed to the space orbital environment for 9 days. There were several built-in launch pad delays of the shuttle mission. However, there was adequate monitoring of the temperature variations on board the shuttle that allowed for adequate knowledge of the thermal film history. This IIaO film was flown on the ASTRO I mission and is currently slated for use with the ASTRO II mission. A 50 micron thick IIIford Nuclear emulsion film was also placed on a 175 micron polyester base. The exposure to space produced several cosmic ray interactions that were analyzed and measured using Digital Image Processing techniques. This same nuclear emulsion film was flown on STS-8 and produced a similar number of cosmic ray and thermal interactions. From previous experiments of film using various laboratory electromagnetic radiation sources (e.g., alpha, beta, and neutron particles), we have been able to infer the possible oribtal interactions of both IIaO and nuclear emulsion films. The characteristic responses of IIaO on STS-40 compared favorably to the results obtained from previous STS-7 and STS-8 gas can experiments. The results indicate sufficient evidence correlating increased density on the film with possible cosmic ray, thermal and shuttle out gassing interactions.

STS-118 Insignia

NASA Technical Reports Server (NTRS)

2007-01-01

The STS-118 crew patch represents the Space Shuttle Endeavour on its mission to help complete the assembly of the International Space Station (ISS), and symbolizes the pursuit of knowledge through space exploration. The flight accomplished its ISS 13A.1 assembly tasks through a series of space walks, robotic operations, logistics transfers, and the exchange of one of the three long-duration expedition crew members. On the patch, the top of the gold astronaut symbol overlays the starboard S5 truss segment, highlighting its installation during the mission. The flame of knowledge represents the importance of education, and honors teachers and students everywhere. The seven white stars and the red maple leaf signify the American and Canadian crew members, respectively, flying aboard Endeavour.

Self-organizing map (SOM) of space acceleration measurement system (SAMS) data.

PubMed

Sinha, A; Smith, A D

1999-01-01

In this paper, space acceleration measurement system (SAMS) data have been classified using self-organizing map (SOM) networks without any supervision; i.e., no a priori knowledge is assumed regarding input patterns belonging to a certain class. Input patterns are created on the basis of power spectral densities of SAMS data. Results for SAMS data from STS-50 and STS-57 missions are presented. Following issues are discussed in details: impact of number of neurons, global ordering of SOM weight vectors, effectiveness of a SOM in data classification, and effects of shifting time windows in the generation of input patterns. The concept of 'cascade of SOM networks' is also developed and tested. It has been found that a SOM network can successfully classify SAMS data obtained during STS-50 and STS-57 missions.

Self-organizing map (SOM) of space acceleration measurement system (SAMS) data

NASA Technical Reports Server (NTRS)

Sinha, A.; Smith, A. D.

1999-01-01

In this paper, space acceleration measurement system (SAMS) data have been classified using self-organizing map (SOM) networks without any supervision; i.e., no a priori knowledge is assumed regarding input patterns belonging to a certain class. Input patterns are created on the basis of power spectral densities of SAMS data. Results for SAMS data from STS-50 and STS-57 missions are presented. Following issues are discussed in details: impact of number of neurons, global ordering of SOM weight vectors, effectiveness of a SOM in data classification, and effects of shifting time windows in the generation of input patterns. The concept of 'cascade of SOM networks' is also developed and tested. It has been found that a SOM network can successfully classify SAMS data obtained during STS-50 and STS-57 missions.

Pilot Fullerton prepares meal on middeck

NASA Image and Video Library

1982-03-30

STS003-26-253 (30 March 1982) --- Astronaut Gordon Fullerton, STS-3 pilot, wearing communications kit assembly (assy) mini-headset (HDST), prepares meal on middeck. Fullerton clips corner of rehydratable food (cereal) package with scissors. The opening will allow Fullerton to insert JSC water dispenser kit water gun in order to heat contents with hot water. Meal tray assembly is secured to forward middeck locker and holds additional food packages and beverage containers. Photo credit: NASA

STS-40 crewmembers remove specimens from SLS-1 Rack 9 Refrigerator / Freezer

NASA Image and Video Library

1991-06-14

STS040-202-033 (5-14 June 1991) --- A medium closeup scene shows astronaut James P. Bagian (left) and an unidentified crewmember (partially out of frame) looking at a vacant refrigerator in the Spacelab Life Sciences (SLS-1) module aboard the Earth-orbiting Space Shuttle Columbia. Following the detection of problems with the refrigerator, its contents were temporarily removed. This scene was photographed with a 35mm camera.

Launch-Off-Need Shuttle Hubble Rescue Mission: Medical Issues

NASA Technical Reports Server (NTRS)

Hamilton, Douglas; Gillis, David; Ilcus, Linda; Perchonok, Michele; Polk, James; Brandt, Keith; Powers, Edward; Stepaniak, Phillip

2008-01-01

The Space Shuttle Hubble repair mission (STS-125) is unique in that a rescue mission (STS-400) has to be ready to launch before STS-125 life support runs out should the vehicle become stranded. The shuttle uses electrical power derived from fuel cells that use cryogenic oxygen and hydrogen (CRYO) to run all subsystems including the Environmental Control System. If the STS-125 crew cannot return to Earth due to failure of a critical subsystem, they must power down all nonessential systems and wait to be rescued by STS-400. This power down will cause the cabin temperature to be 60 F or less and freeze the rest of the vehicle, preventing it from attempting a reentry. After an emergency has been declared, STS-125 must wait at least 7 days to power down since that is the earliest that STS-400 can be launched. Problem The delayed power down of STS-125 causes CYRO to be consumed at high rates and limits the survival time after STS-400 launches to 10 days or less. CRYO will run out sooner every day that the STS-400 launch is delayed (weather at launch, technical issues etc.). To preserve CRYO and lithium hydroxide (LiOH - carbon dioxide removal) the crew will perform no exercise to reduce their metabolic rates, yet each deconditioned STS-125 crewmember must perform an EVA to rescue himself. The cabin may be cold for 10 days, which may cause shivering, increasing the metabolic rate of the STS-125 crew. Solution To preserve LiOH, the STS-125 manifest includes nutrition bars with low carbohydrate content to maintain crew respiratory quotient (RQ) below 0.85 as opposed to the usual shuttle galley food which is rich in carbohydrates and keeps the RQ at approximately 0.95. To keep the crew more comfortable in the cold vehicle warm clothing also has been included. However, with no exercise and limited diet, the deconditioned STS-125 crew returning on STS-400 may not be able to egress the vehicle autonomously requiring a supplemented crash-and-rescue capability.

Relating UMLS semantic types and task-based ontology to computer-interpretable clinical practice guidelines.

PubMed

Kumar, Anand; Ciccarese, Paolo; Quaglini, Silvana; Stefanelli, Mario; Caffi, Ezio; Boiocchi, Lorenzo

2003-01-01

Medical knowledge in clinical practice guideline (GL) texts is the source of task-based computer-interpretable clinical guideline models (CIGMs). We have used Unified Medical Language System (UMLS) semantic types (STs) to understand the percentage of GL text which belongs to a particular ST. We also use UMLS semantic network together with the CIGM-specific ontology to derive a semantic meaning behind the GL text. In order to achieve this objective, we took nine GL texts from the National Guideline Clearinghouse (NGC) and marked up the text dealing with a particular ST. The STs we took into consideration were restricted taking into account the requirements of a task-based CIGM. We used DARPA Agent Markup Language and Ontology Inference Layer (DAML + OIL) to create the UMLS and CIGM specific semantic network. For the latter, as a bench test, we used the 1999 WHO-International Society of Hypertension Guidelines for the Management of Hypertension. We took into consideration the UMLS STs closest to the clinical tasks. The percentage of the GL text dealing with the ST "Health Care Activity" and subtypes "Laboratory Procedure", "Diagnostic Procedure" and "Therapeutic or Preventive Procedure" were measured. The parts of text belonging to other STs or comments were separated. A mapping of terms belonging to other STs was done to the STs under "HCA" for representation in DAML + OIL. As a result, we found that the three STs under "HCA" were the predominant STs present in the GL text. In cases where the terms of related STs existed, they were mapped into one of the three STs. The DAML + OIL representation was able to describe the hierarchy in task-based CIGMs. To conclude, we understood that the three STs could be used to represent the semantic network of the task-bases CIGMs. We identified some mapping operators which could be used for the mapping of other STs into these.

Psyche, soma, and science studies: new directions in the sociology of mental health and illness.

PubMed

Pickersgill, Martyn D

2010-08-01

With the expanding scope of scientific and technological discourse within psychiatry, social scientists need new theoretical tools to grapple with the complex links between psychiatry, science and society. Benefit may be afforded through engagement with the discipline of science and technology studies (STS), which is concerned explicitly with the relationships between science and society. To highlight existing engagements between STS and the sociology of (mental) health, and to encourage researchers to consider ways in which insights from these traditions may be developed further through interdisciplinary debate and analysis. Some of the key works in STS and the sociology of mental illness that use the empirical or theoretical writings of the other were reviewed and appraised. Whilst it is clear that some research synthesizing insights from STS and the sociology of mental health exists, this is currently limited. Sociologists and others concerned with longstanding and emergent issues in mental health might usefully familiarize themselves with some work in STS. A new sociology of psychiatric knowledge production and application represents an important way forward.

Adult soft tissue sarcomas: conventional therapies and molecularly targeted approaches.

PubMed

Mocellin, Simone; Rossi, Carlo R; Brandes, Alba; Nitti, Donato

2006-02-01

The therapeutic approach to soft tissue sarcomas (STS) has evolved over the past two decades based on the results from randomized controlled trials, which are guiding physicians in the treatment decision-making process. Despite significant improvements in the control of local disease, a significant number of patients ultimately die of recurrent/metastatic disease following radical surgery due to a lack of effective adjuvant treatments. In addition, the characteristic chemoresistance of STS has compromised the therapeutic value of conventional antineoplastic agents in cases of unresectable advanced/metastatic disease. Therefore, novel therapeutic strategies are urgently needed to improve the prognosis of patients with STS. Recent advances in STS biology are paving the way to the development of molecularly targeted therapeutic strategies, the efficacy of which relies not only on the knowledge of the molecular mechanisms underlying cancer development/progression but also on the personalization of the therapeutic regimen according to the molecular features of individual tumours. In this work, we review the state-of-the-art of conventional treatments for STS and summarize the most promising findings in the development of molecularly targeted therapeutic approaches.

STS-30 clean-suited crewmembers examine locker contents during bench review

NASA Image and Video Library

1989-04-03

S89-30260 (31 March 1989) --- The five astronaut crewmembers for NASA's STS-30 mission conduct a bench review of the actual supplies they will be depending on for use aboard the Atlantis when they spend four days in space later in the spring. Left to right are Astronauts Mark C. Lee, mission specialist; Norman E. Thagard, mission specialist; David M. Walker, mission commander; and Mary L. Cleave, mission specialist. Ronald J. Grabe, pilot, is at far right.

STS-30 clean-suited crewmembers examine locker contents during bench review

NASA Technical Reports Server (NTRS)

1989-01-01

During a bench review, STS-30 crewmembers, wearing clean suits, examine configuration of middeck lockers packed with stowage bags and hygiene supplies. The bay will be used to contain objects not in use while in orbit. From left to right are Mission Specialist (MS) Mark C. Lee, MS Norman E. Thagard, Commander David M. Walker, MS Mary L. Cleave, and Pilot Ronald J. Grabe. Technicians and personnel filming bench review look on. Photo taken by JSC photographer Jack Jacob.

Mono Lake, California as seen from STS-59

NASA Image and Video Library

1994-04-14

STS059-154-160 (9-20 April 1994) --- Orient with Mono Lake, California at the lower right; then the view is westward across the Sierra Nevada into the San Joaquin River drainage. A tiny network of ski trails can be seen on the Mono Lake side of the Sierras, on a line between Mono Lake and the snow-free San Joaquin headwaters. The ski trails mark Mammoth Mountain, where SRL investigators are studying microwave measurements of the water content of snowpacks. Linhof camera.

Involvement of Right STS in Audio-Visual Integration for Affective Speech Demonstrated Using MEG

PubMed Central

Hagan, Cindy C.; Woods, Will; Johnson, Sam; Green, Gary G. R.; Young, Andrew W.

2013-01-01

Speech and emotion perception are dynamic processes in which it may be optimal to integrate synchronous signals emitted from different sources. Studies of audio-visual (AV) perception of neutrally expressed speech demonstrate supra-additive (i.e., where AV>[unimodal auditory+unimodal visual]) responses in left STS to crossmodal speech stimuli. However, emotions are often conveyed simultaneously with speech; through the voice in the form of speech prosody and through the face in the form of facial expression. Previous studies of AV nonverbal emotion integration showed a role for right (rather than left) STS. The current study therefore examined whether the integration of facial and prosodic signals of emotional speech is associated with supra-additive responses in left (cf. results for speech integration) or right (due to emotional content) STS. As emotional displays are sometimes difficult to interpret, we also examined whether supra-additive responses were affected by emotional incongruence (i.e., ambiguity). Using magnetoencephalography, we continuously recorded eighteen participants as they viewed and heard AV congruent emotional and AV incongruent emotional speech stimuli. Significant supra-additive responses were observed in right STS within the first 250 ms for emotionally incongruent and emotionally congruent AV speech stimuli, which further underscores the role of right STS in processing crossmodal emotive signals. PMID:23950977

Involvement of right STS in audio-visual integration for affective speech demonstrated using MEG.

PubMed

Hagan, Cindy C; Woods, Will; Johnson, Sam; Green, Gary G R; Young, Andrew W

2013-01-01

Speech and emotion perception are dynamic processes in which it may be optimal to integrate synchronous signals emitted from different sources. Studies of audio-visual (AV) perception of neutrally expressed speech demonstrate supra-additive (i.e., where AV>[unimodal auditory+unimodal visual]) responses in left STS to crossmodal speech stimuli. However, emotions are often conveyed simultaneously with speech; through the voice in the form of speech prosody and through the face in the form of facial expression. Previous studies of AV nonverbal emotion integration showed a role for right (rather than left) STS. The current study therefore examined whether the integration of facial and prosodic signals of emotional speech is associated with supra-additive responses in left (cf. results for speech integration) or right (due to emotional content) STS. As emotional displays are sometimes difficult to interpret, we also examined whether supra-additive responses were affected by emotional incongruence (i.e., ambiguity). Using magnetoencephalography, we continuously recorded eighteen participants as they viewed and heard AV congruent emotional and AV incongruent emotional speech stimuli. Significant supra-additive responses were observed in right STS within the first 250 ms for emotionally incongruent and emotionally congruent AV speech stimuli, which further underscores the role of right STS in processing crossmodal emotive signals.

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

NASA Astrophysics Data System (ADS)

Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Characterization of Volume F Trash from Four Recent STS Missions: Weights, Categorization, Water Content

NASA Technical Reports Server (NTRS)

Strayer, Richard F.; Hummerick, Mary E.; Richards, Jeffrey T.; McCoy, LaShelle E.; Roberts, Michael S.; Wheeler, Raymond M.

2011-01-01

The fate of space-generated solid wastes, including trash, for future missions is under consideration by NASA. Several potential treatment options are under consideration and active technology development. Potential fates for space-generated solid wastes are: Storage without treatment; storage after treatment(s) including volume reduction, water recovery, sterilization, and recovery plus recycling of waste materials. Recycling might be important for partial or full closure scenarios because of the prohibitive costs associated with resupply of consumable materials. For this study, we determined the composition of trash returned from four recent STS missions. The trash material was 'Volume F' trash and other trash, in large zip-lock bags, that accompanied the Volume F trash. This is the first of two submitted papers on these wastes. This one will cover trash content, weight and water content. The other will report on the microbial Characterization of this trash. STS trash was usually made available within 2 days of landing at KSC. The Volume F bag was weighed, opened and the contents were catalogued and placed into one of the following categories: food waste (and containers), drink containers, personal hygiene items - including EVA maximum absorbent garments (MAGs)and Elbow packs (daily toilet wipes, etc), paper, and packaging materials - plastic firm and duct tape. Trash generation rates for the four STS missions: Total wet trash was 0.602 plus or minus 0.089 kg(sub wet) crew(sup -1) d(sup -1) containing about 25% water at 0.154 plus or minus 0.030 kg(sub water) crew(sup -1) d(sup -1) (avg plus or minus stdev). Cataloguing by category: personal hygiene wastes accounted for 50% of the total trash and 69% of the total water for the four missions; drink items were 16% of total weight and 16% water; food wastes were 22% of total weight and 15% of the water; office waste and plastic film were 2% and 11% of the total waste and did not contain any water. The results can be used by NASA to determine requirements and criteria for Waste Management Systems on future missions.

STS-75 crew insignia

NASA Image and Video Library

1997-10-01

STS075-S-001 (September 1995) --- The STS-75 crew patch depicts the space shuttle Columbia and the Tethered Satellite connected by a 21-kilometer electronically conducting tether. The orbiter/satellite system is passing through Earth?s magnetic field which, like an electronic generator, will produce thousands of volts of electricity. Columbia is carrying the United States Microgravity pallet to conduct microgravity research in material science and thermodynamics. The tether is crossing Earth?s terminator signifying the dawn of a new era for space tether applications and in mankind?s knowledge of Earth?s ionosphere, material science, and thermodynamics. The patch was designed for the STS-75 crew members by Mike Sanni. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the forms of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, the change will be publicly announced. Photo credit: NASA

New concepts of science and medicine in science and technology studies and their relevance to science education.

PubMed

Wang, Hsiu-Yun; Stocker, Joel F; Fu, Daiwie

2012-02-01

Science education often adopts a narrow view of science that assumes the lay public is ignorant, which seemingly justifies a science education limited to a promotional narrative of progress in the form of scientific knowledge void of meaningful social context. We propose that to prepare students as future concerned citizens of a technoscientific society, science education should be informed by science, technology, and society (STS) perspectives. An STS-informed science education, in our view, will include the following curricular elements: science controversy education, gender issues, historical perspective, and a move away from a Eurocentric view by looking into the distinctive patterns of other regional (in this case of Taiwan, East Asian) approaches to science, technology, and medicine. This article outlines the significance of some major STS studies as a means of illustrating the ways in which STS perspectives can, if incorporated into science education, enhance our understanding of science and technology and their relationships with society. Copyright © 2011. Published by Elsevier B.V.

Nanoscale supramolecular ordering in gel-surfactant complexes: Sodium alkyl sulfates in poly(diallyldimethylammonium chloride)

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

Sokolov, E.L.; Yeh, F.; Khokhlov, A.

1996-12-25

Studies of slightly cross-linked polycationic gels interacting with anionic surfactants have been performed by using random copolymers of poly(diallyldimethylammonium chloride) (PDADMACl) and polyacrylamide (PAAm) with varying content of PDADMACl and degree of cross-linking. Gel samples which had been fully swollen in water were placed in aqueous solutions of sodium alkyl sulfates (octyl(SOS), decyl-(SDCS), dodecyl (SDS), tetradecyl (STS), and hexyl (SHS) sulfates). The degree of the sample volume contraction depends on the PDADMACl content. The collapsed gel-surfactant complexes were studied using synchrotron small-angle X-ray scattering. All studied samples containing PDADMACl exhibited pronounced supramolecular nanostructures. The gel-SDCS complex exhibited a cubic structuremore » with a periodicity (7.75 nm) of approximately 4 times the surfactant molecular length, while the gel-SDS, gel-STS, and gel-SHS complexes showed hexagonal supramolecular ordering with a periodicity of approximately 2 times the surfactant molecular length. The d spacing of the longest periodicity in the complexes was dependent on the PDADMACl content and the surfactant. The d spacing generally increased with decreasing PDADMACl (charge) content and increasing number of carbon atoms in the surfactant alkyl chain. 20 refs., 11 figs., 5 tabs.« less

Natural and Induced Environment in Low Earth Orbit

NASA Technical Reports Server (NTRS)

Wilson, John W.; Badavi, Francis F.; Kim, Myung-Hee Y.; Clowdsley, Martha S.; Heinbockel, John H.; Cucinotta, Francis A.; Badhwar, Gautam D.; Atwell, William; Huston, Stuart L.

2002-01-01

The long-term exposure of astronauts on the developing International Space Station (ISS) requires an accurate knowledge of the internal exposure environment for human risk assessment and other onboard processes. The natural environment is moderated by the solar wind which varies over the solar cycle. The neutron environment within the Shuttle in low Earth orbit has two sources. A time dependent model for the ambient environment is used to evaluate the natural and induced environment. The induced neutron environment is evaluated using measurements on STS-31 and STS-36 near the 1990 solar maximum.

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities

NASA Astrophysics Data System (ADS)

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-09-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about the empirical separability (i.e. empirical structure) of content-related knowledge yet, a total of 134 biology teachers from secondary schools completed three tests which were to capture each of the three categories of content-related knowledge. The empirical structure of content-related knowledge was analyzed by Rasch analysis, which suggests content-related knowledge to be composed of (1) content knowledge, (2) pedagogical content knowledge, and (3) curricular knowledge. Pedagogical content knowledge and curricular knowledge are highly related (rlatent = .70). The latent correlations between content knowledge and pedagogical content knowledge (rlatent = .48)-and curricular knowledge, respectively (rlatent = .35)-are moderate to low (all ps < .001). Beyond the empirical structure of content-related knowledge, different learning opportunities for teachers were investigated with regard to their relationship to content knowledge, pedagogical content knowledge, and curricular knowledge acquisition. Our results show that an in-depth training in teacher education, professional development, and teacher self-study are positively related to particular categories of content-related knowledge. Furthermore, our results indicate that teaching experience is negatively related to curricular knowledge, compared to no significant relationship with content knowledge and pedagogical content knowledge.

Individual Variation in Incentive Salience Attribution and Accumbens Dopamine Transporter Expression and Function

PubMed Central

Singer, Bryan F.; Guptaroy, Bipasha; Austin, Curtis J.; Wohl, Isabella; Lovic, Vedran; Seiler, Jillian L; Vaughan, Roxanne A.; Gnegy, Margaret E.; Robinson, Terry E.; Aragona, Brandon J.

2015-01-01

Cues (conditioned stimuli; CSs) associated with rewards can come to motivate behavior, but there is considerable individual variation in their ability to do so. For example, a lever-CS that predicts food reward becomes attractive, wanted, and elicits reward-seeking behavior to a greater extent in some rats (“sign-trackers”; STs), than others (“goal-trackers”; GTs). Variation in dopamine (DA) neurotransmission in the nucleus accumbens (NAc) core is thought to contribute to such individual variation. Given that the DA transporter (DAT) exerts powerful regulation over DA signaling, we characterized the expression and function of the DAT in the accumbens of STs and GTs. STs showed greater DAT surface expression in ventral striatal synaptosomes than GTs, and ex vivo fast-scan cyclic voltammetry recordings of electrically-evoked DA release confirmed enhanced DAT function in STs, as indicated by faster DA uptake, specifically in the NAc core. Consistent with this, systemic amphetamine (AMPH) produced greater inhibition of DA uptake in STs than in GTs. Furthermore, injection of AMPH directly into the NAc core enhanced lever-directed approach in STs, presumably by amplifying the incentive value of the CS, but had no effect on goal tracking behavior. On the other hand, there were no differences between STs and GTs in electrically-evoked DA release in slices, or in total ventral striatal DA content. We conclude that greater DAT surface expression may facilitate the attribution of incentive salience to discrete reward cues. Investigating this variability in animal sub-populations may help explain why some people abuse drugs, while others do not. PMID:26613374

STS-31 earth observations

NASA Image and Video Library

1990-04-26

STS031-151-155 (26 April 1990) --- The Florida peninsula and smog over the northeastern U.S. coast are featured in this image photographed by a Space Shuttle Discovery crewmember during STS-31 mission. According to scientists, a mass of aerosol haze stretches across the top of the entire view. Meteorological, visibility and sulfate-content data showed that the haze was indeed industrial smog haze, rather than cloud. The air mass was transported west to east (left to right) around the north limb of a high pressure cell. It moved offshore for at least 1500 kilometers reaching the Atlantic islands of Bermuda. The leading edge of the haze mass can be detected far to the south, near the Bahamas--indicating that aerosols from the industrial Northeast were transported around the high, back directly toward the large population centers of Florida.

Experimental Study of Factors Affecting Soil Erodibility

NASA Astrophysics Data System (ADS)

Larionov, G. A.; Bushueva, O. G.; Gorobets, A. V.; Dobrovolskaya, N. G.; Kiryukhina, Z. P.; Krasnov, S. F.; Litvin, L. F.; Maksimova, I. A.; Sudnitsyn, I. I.

2018-03-01

The effect of different factors and preparation conditions of monofraction samples from the arable horizon of leached chernozem on soil erodibility and its relationship with soil tensile strength (STS) has been studied. The exposure of samples at 38°C reduces their erodibility by two orders of magnitude. The drying of samples, on the contrary, increases their erodibility. It has been shown that erodibility decreases during the experiment. It has been found that the inoculation of soil with yeast cultures ( Naganishia albida, Lipomyces tetrasporus) reliably increases the STS value in 1.5-1.9 times. The sterile soil is eroded more intensively than the unsterile soil: at 4.9 and 0.3 g/(m2 s), respectively. The drying of soil followed by wetting to the initial water content (30%) has no significant effect on the STS value in almost all experimental treatments.

A mixed-methods study of secondary traumatic stress in certified nurse-midwives: shaken belief in the birth process.

PubMed

Beck, Cheryl Tatano; LoGiudice, Jenna; Gable, Robert K

2015-01-01

Secondary traumatic stress (STS) is an occupational hazard for clinicians who can experience symptoms of posttraumatic stress disorder (PTSD) from exposure to their traumatized patients. The purpose of this mixed-methods study was to determine the prevalence and severity of STS in certified nurse-midwives (CNMs) and to explore their experiences attending traumatic births. A convergent, parallel mixed-methods design was used. The American Midwifery Certification Board sent out e-mails to all their CNM members with a link to the SurveyMonkey study. The STS Scale was used to collect data for the quantitative strand. For the qualitative strand, participants were asked to describe their experiences of attending one or more traumatic births. IBM SPSS 21.0 (Version 21.0, Armonk, NY) was used to analyze the quantitative data, and Krippendorff content analysis was the method used to analyze the qualitative data. The sample consisted of 473 CNMs who completed the quantitative portion and 246 (52%) who completed the qualitative portion. In this sample, 29% of the CNMs reported high to severe STS, and 36% screened positive for the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition diagnostic criteria for PTSD due to attending traumatic births. The top 3 types of traumatic births described by the CNMs were fetal demise/neonatal death, shoulder dystocia, and infant resuscitation. Content analysis revealed 6 themes: 1) protecting my patients: agonizing sense of powerlessness and helplessness; 2) wreaking havoc: trio of posttraumatic stress symptoms; 3) circling the wagons: it takes a team to provide support … or not; 4) litigation: nowhere to go to unburden our souls; (5) shaken belief in the birth process: impacting midwifery practice; and 6 moving on: where do I go from here? The midwifery profession should acknowledge STS as a professional risk. © 2015 by the American College of Nurse-Midwives.

Effects of shuttle bay environment on UV sensitive photographic film results of measurements aboard STS-7 and STS-8

NASA Technical Reports Server (NTRS)

Kreplin, R. W.; Dohne, B.; Feldman, U.; Neupert, W. M.

1984-01-01

Schumann emulsions, having low gelatin content and no protective gelatin overcoating, are extremely sensitive to environmental conditions and handling. Experiments using this emulsion are to be flown on the space shuttle within the cargo-bay. Because the environment of the cargo-bay is unknown, a Get-Away-Special payload was designed to expose Kodak-type SO 652 Schumann emulsion to the residual atmosphere of the cargo-bay. The experiment was programmed to make exposures for various time periods to determine the maximum length of time the film could be exposed in making a measurement and what precautions would be required to preserve the film during ascent into orbit and reentry. The results of the STS-7 and STS-8 flights indicated that long exposures in the shuttle bay do not produce high fog levels in orbit. Observations of severe bleaching of the latent image makes protection of the emulsion during reentry manditory and increase of fog levels with time set a limit of four weeks (preferably less than three) between installation and recovery of the emulsion for processing.

The effects of a professional development program for physics teachers on their teaching and the learning of their students

NASA Astrophysics Data System (ADS)

Lee, Mee-Kyeong

The purposes of the study were (1) to investigate the effects of the 2000 Iowa Professional Development Program on classroom teaching and student learning and (2) to examine the effectiveness of Constructivist/STS approaches in terms of student perceptions regarding their science classrooms, student attitudes toward science, and student creativity. The 2000 Iowa Professional Development Program which focused on Constructivist/STS approaches was carried out at the University of Iowa for visiting Korean physics teachers. Several methods of data collection were used, including observations by means of classroom videotapes, teacher perception surveys, teacher interviews, and student surveys. The data collected was analyzed using both quantitative and qualitative methods. Major findings include: (1) The 2000 Iowa Professional Development Program did not significantly influence teacher perceptions concerning their teaching in terms of Constructivist/STS approaches in their classrooms. (2) The 2000 Iowa Professional Development Program significantly influenced improvement in teaching practices regarding Constructivist/STS approaches. (3) Students taught with Constructivist/STS approaches perceived their learning environments as more constructivist than did those taught with traditional methods. (4) Students taught with Constructivist/STS approaches improved significantly in the development of more positive attitudes toward science, while such positive attitudes decreased among students taught with traditional methods. (5) Students taught with Constructivist/STS approaches improved significantly in their use of creativity skills over those taught in traditional classrooms. (6) Most teachers favored the implementation of Constructivist/STS approaches. They perceived that students became more interested in lessons utilizing such approaches over time. The major difficulties which the teachers experienced with regard to the implementation of Constructivist/STS teaching include: inability to cover required curriculum content; getting away from textbooks; acceptance by parents, community, and supervisors; motivating students to be involved in classroom activities; and lack of materials for Constructivist/STS teaching. The results imply that efforts to improve educational conditions, in tandem with more consistent and ongoing professional development programs, are necessary to encourage teachers to use what they learned, to keep their initial interest and ideas alive, and to contribute specifically to the reform of science education.

Grade 7 students' normative decision making in science learning about global warming through science technology and society (STS) approach

NASA Astrophysics Data System (ADS)

Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 7 students' normative decision making in teaching and learning about global warming through science technology and society (STS) approach. The participants were 43 Grade 7 students in Sungkom, Nongkhai, Thailand. The teaching and learning about global warming through STS approach had carried out for 5 weeks. The global warming unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' normative decision making was collected during their learning by questionnaire, participant observation, and students' tasks. Students' normative decision making were analyzed from both pre-and post-intervention and students' ideas during the intervention. The aspects of normative include influences of global warming on technology and society; influences of values, culture, and society on global warming; and influences of technology on global warming. The findings revealed that students have chance to learn science concerning with the relationship between science, technology, and society through their giving reasons about issues related to global warming. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

Contents of payload bay of the STS-68 Space Shuttle Endeavour

NASA Image and Video Library

1994-09-30

STS068-267-079 (30 September-11 October 1994) --- The rear windows of the Space Shuttle Endeavour reflect sunlight in this view of part of the cargo bay, 115 nautical miles above the Earth. The Space Radar Laboratory (SRL-2) Multipurpose Experiment Support Structure (MPESS) is seen at bottom frame. Also partially seen are other experiments including other components of the primary payload. They are the antenna for the Spaceborne Imaging Radar (SIR-C), the X-band Synthetic Aperture Radar (X-SAR), the device for Measurement of Air Pollution from Satellites (MAPS) and some Getaway Special (GAS) canisters.

Contents of payload bay of the STS-68 Space Shuttle Endeavour

NASA Image and Video Library

1994-09-30

STS068-272-075 (30 September-11 October 1994) --- The darkness of space forms the backdrop for this scene of the Space Shuttle Endeavour's cargo bay, 115 nautical miles above a cloud covered Indian Ocean. The Space Radar Laboratory (SRL-2) Multipurpose Experiment Support Structure (MPESS) is seen at bottom frame. Also partially seen are other experiments including other components of the primary payload. They are the antenna for the Spaceborne Imaging Radar (SIR-C), the X-band Synthetic Aperture Radar (X-SAR), the device for Measurement of Air Pollution from Satellites (MAPS) and some Getaway Special (GAS) canisters.

Streptococcus suis, an important pig pathogen and emerging zoonotic agent—an update on the worldwide distribution based on serotyping and sequence typing

PubMed Central

Goyette-Desjardins, Guillaume; Auger, Jean-Philippe; Xu, Jianguo; Segura, Mariela; Gottschalk, Marcelo

2014-01-01

Streptococcus suis is an important pathogen causing economic problems in the pig industry. Moreover, it is a zoonotic agent causing severe infections to people in close contact with infected pigs or pork-derived products. Although considered sporadic in the past, human S. suis infections have been reported during the last 45 years, with two large outbreaks recorded in China. In fact, the number of reported human cases has significantly increased in recent years. In this review, we present the worldwide distribution of serotypes and sequence types (STs), as determined by multilocus sequence typing, for pigs (between 2002 and 2013) and humans (between 1968 and 2013). The methods employed for S. suis identification and typing, the current epidemiological knowledge regarding serotypes and STs and the zoonotic potential of S. suis are discussed. Increased awareness of S. suis in both human and veterinary diagnostic laboratories and further establishment of typing methods will contribute to our knowledge of this pathogen, especially in regions where complete and/or recent data is lacking. More research is required to understand differences in virulence that occur among S. suis strains and if these differences can be associated with specific serotypes or STs. PMID:26038745

Research on help-seeking for mental illness in Africa: Dominant approaches and possible alternatives.

PubMed

Cooper, Sara

2016-12-01

There is growing concern within the global mental health arena that interventions currently being executed to scale up mental health services in Africa will be ineffective unless simultaneous steps are taken to address people's help-seeking behaviour. Drawing upon two conceptual tools arising from science and technology studies (STS), those of a "classification system" and "the black box," this paper looks critically at discursive constructions of help-seeking in Africa within mental health research over the last decade. Research in this area can be divided into two dominant traditions: the knowledge-belief-practice survey and indigenous-knowledge-system approaches. Although the content and value-codes between these approaches differ, structurally they are very similar. Both are mediated by the same kind of system of classification, which demarcates the world into homogenous entities and binary oppositions. This system of ordering is one of the most stubborn and powerful forms of classification buried in the "black box" of the modernist/colonial knowledge archive and is fraught with many questionable Eurocentric epistemological assumptions. I consider whether there might be other ways of understanding help-seeking for mental illness in Africa and discuss two studies that illustrate such alternative approaches. In conclusion, I discuss some of the challenges this alternative kind of research faces in gaining more influence within contemporary global mental health discourse and practice.

Explorations of Tenth-Grade STS[E] Curricula across Three Provincial Political Landscapes

NASA Astrophysics Data System (ADS)

Phillips, Christina Ann

This thesis focuses on explorations of science, technology, society and the environment (i.e., STS[E]) outcomes/expectations in tenth-grade level science curricula across three Canadian provinces (i.e., Alberta, Manitoba & Ontario) with distinctive provincial political environments at the time of curriculum construction and/or implementation. Document analysis, discourse analysis and a range of theoretical frameworks (i.e., Levinson, 2010; Pedretti & Nazir, 2011 & Krathwohl, 2002) were used to aid in explorations of STS[E] curriculum segments and discourses in each provincial region. More detailed analysis and thematic exploration is presented for each unit associated with climate change as some interesting patterns emerged following initial analysis. My findings are presented as three comparative case studies and represent a small and original contribution to the large body of scholarly research devoted to studies of STS[E] education, where each province represents a unique case that has been explored regarding some aspects the STS[E] curriculum outcomes/expectations and general political culture as well as some other theoretical factors. Findings from this study indicate that Alberta's STS[E] outcomes may be related to Levinson's (2010) 'deliberative' citizenship focus. The following currents from Pedretti and Nazir (2011) appear to be emphasized: logical reasoning, historical, application & design and socio-cultural aligned outcomes when STS[E] is considered as an entity separate from the Alberta curriculum combination of STS and Knowledge. Ontario's STS[E] expectations may align with Levinson's (2010) 'deliberative' or in some select cases a 'deliberative'/'praxis' framework category with some emphasis related to logical reasoning and socio-cultural awareness (Pedretti & Nazir, 2011) in their STS[E] curriculum. The Manitoba STS[E] outcomes may be aligned with a more 'deliberative' approach with some associations that could intersect with the framework categories of 'praxis' or possibly 'dissent and conflict' (Levinson, 2010) and the logical reasoning, socio-cultural and socio-ecojustice currents (Pedretti & Nazir, 2011). General provincial political culture seems to play a limited role in the STS[E] outcomes/expectations as the provinces studied here all tend to align with Levinson's (2010) deliberative citizenship stance (i.e., to varying degrees), with some caveats as explored throughout these cases. A chapter on cross-case analysis follows the three central cases and focuses on the following categories that emerged from this research: STS[E] ontology; STS[E] & citizenship and socio-economic thematic explorations. The final chapter of this thesis focuses on some additional factors and theoretical explorations that may shape STS[E] curricula such as cultural-geographic considerations; educational-political interactions during curriculum construction processes and possible influences from academic scientists. This chapter also provides some recommendations for curriculum development as aligned with case study approaches and provides insights regarding possibilities for future research.

Translation and psychometric testing of the Korean Versions of the Spiritual Perspective Scale and the Self-transcendence Scale in Korean elders.

PubMed

Kim, Suk Sun; Reed, Pamela G; Kang, Youngmi; Oh, Jina

2012-12-01

The purpose of this study was to translate the Spiritual Perspective Scale (SPS) and Self-transcendence Scale (STS) into Korean and test the psychometric properties of the instruments with Korean elders. A cross-sectional survey design was used to implement the three stages of the study. Stage I consisted of translating and reviewing the scales by six experts. In Stage II, equivalence was tested by comparing the responses between the Korean and English versions among 71 bilingual adults. Stage III established the psychometric properties of the Korean versions SPS-K and STS-K among 154 Korean elders. Cronbach's alpha of the SPS-K and the STS-K .97, and .85 respectively with Korean elders. Factor analysis showed that the SPS-K had one factor; the STS-K had four factors with one factor clearly representing self-transcendence as theorized. Both scales showed good reliability and validity for the translated Korean versions. However, continued study of the construct validity of the STS-K is needed. Study findings indicate that the SPS-K and the STS-K could be useful for nurses and geriatric researchers to assess a broadly defined spirituality, and to conduct research on spirituality and health among Korean elders. Use of these scales within a theory-based study may contribute to further knowledge about the role of spirituality in the health and well-being of Korean people facing health crises.

Individual variation in incentive salience attribution and accumbens dopamine transporter expression and function.

PubMed

Singer, Bryan F; Guptaroy, Bipasha; Austin, Curtis J; Wohl, Isabella; Lovic, Vedran; Seiler, Jillian L; Vaughan, Roxanne A; Gnegy, Margaret E; Robinson, Terry E; Aragona, Brandon J

2016-03-01

Cues (conditioned stimuli; CSs) associated with rewards can come to motivate behavior, but there is considerable individual variation in their ability to do so. For example, a lever-CS that predicts food reward becomes attractive and wanted, and elicits reward-seeking behavior, to a greater extent in some rats ('sign-trackers'; STs) than others ('goal-trackers'; GTs). Variation in dopamine (DA) neurotransmission in the nucleus accumbens (NAc) core is thought to contribute to such individual variation. Given that the DA transporter (DAT) exerts powerful regulation over DA signaling, we characterized the expression and function of the DAT in the accumbens of STs and GTs. STs showed greater DAT surface expression in ventral striatal synaptosomes than GTs, and ex vivo fast-scan cyclic voltammetry recordings of electrically evoked DA release confirmed enhanced DAT function in STs, as indicated by faster DA uptake, specifically in the NAc core. Consistent with this, systemic amphetamine (AMPH) produced greater inhibition of DA uptake in STs than in GTs. Furthermore, injection of AMPH directly into the NAc core enhanced lever-directed approach in STs, presumably by amplifying the incentive value of the CS, but had no effect on goal-tracking behavior. On the other hand, there were no differences between STs and GTs in electrically-evoked DA release in slices, or in total ventral striatal DA content. We conclude that greater DAT surface expression may facilitate the attribution of incentive salience to discrete reward cues. Investigating this variability in animal sub-populations may help explain why some people abuse drugs while others do not. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Enhanced production of resveratrol derivatives in tobacco plants by improving the metabolic flux of intermediates in the phenylpropanoid pathway.

PubMed

Jeong, Yu Jeong; An, Chul Han; Woo, Su Gyeong; Park, Ji Hye; Lee, Ki-Won; Lee, Sang-Hoon; Rim, Yeonggil; Jeong, Hyung Jae; Ryu, Young Bae; Kim, Cha Young

2016-09-01

The biosynthesis of flavonoids such as anthocyanin and stilbenes has attracted increasing attention because of their potential health benefits. Anthocyanins and stilbenes share common phenylpropanoid precursor pathways. We previously reported that the overexpression of sweetpotato IbMYB1a induced anthocyanin pigmentation in transgenic tobacco (Nicotiana tabacum) plants. In the present study, transgenic tobacco (Nicotiana tabacum SR1) plants (STS-OX and ROST-OX) expressing the RpSTS gene encoding stilbene synthase from rhubarb (Rheum palmatum L. cv. Jangyeop) and the RpSTS and VrROMT genes encoding resveratrol O-methyltransferase from frost grape (Vitis riparia) were generated under the control of 35S promoter. Phenotypic alterations in floral organs, such as a reduction in floral pigments and male sterility, were observed in STS-OX transgenic tobacco plants. However, we failed to obtain STS-OX and ROST-OX plants with high levels of resveratrol compounds. Therefore, to improve the production of resveratrol derivatives in plants, we cross-pollinated flowers of STS-OX or ROST-OX and IbMYB1a-OX transgenic lines (SM and RSM). Phenotypic changes in vegetative and reproductive development of SM and RSM plants were observed. Furthermore, by HPLC and LC-MS analyses, we found enhanced production of resveratrol derivatives such as piceid, piceid methyl ether, resveratrol methyl ether O-hexoside, and 5-methyl resveratrol-3,4'-O-β-D-diglucopyranoside in SM and RSM cross-pollinated lines. Here, total contents of trans- and cis-piceids ranged from approximately 104-240 µg/g fresh weight in SM (F2). Collectively, we suggest that coexpression of RpSTS and IbMYB1a via cross-pollination can induce enhanced production of resveratrol compounds in plants by increasing metabolic flux into stilbenoid biosynthesis.

Interactions of light and gravity on growth, orientation, and lignin biosynthesis in mung beans

NASA Technical Reports Server (NTRS)

Jahns, G. C.

1984-01-01

Mung beans (Vigna radiata L.) seedlings grown on the third Space Transport Mission (STS-3) showed marked orientation problems (some of the stems elongated horizontally and many of the roots were growing upward) and had a lower lignin content than the ground based controls. This research was initiated to determine if the atypical growth characteristics of mung beans grown in microgravity could be simulated using horizontal clinostats. Most of the effort focused on the design, construction and testing of the clinostats. In order to closely approximate the growth conditions of the plants grown in the plant growth unit on STS-3, cylindrical lexan minichambers were constructed. Results showed that plants grown using these clinostats in the horizontal position exhibit similar growth characteristics to the plants grown on STS-3 (disorientation of both stems and roots), while the vertical stationary and vertical rotating controls exhibit normal growth.

Knowledge and Attitudes of Ugandan Preservice Science and Mathematics Teachers toward Global and Ugandan Science--and Technology-Based Problems and/or Threats

ERIC Educational Resources Information Center

Robinson, Michael; Tibanyendera, Basil; Seltzer-Kelly, Debbie

2007-01-01

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five…

'Civil skepticism' and the social construction of knowledge: A case in dendroclimatology.

PubMed

Ramírez-I-Ollé, Meritxell

2018-03-01

Early Science and Technology Studies (STS) scholars recognized that the social construction of knowledge depends on skepticism's parasitic relationship to background expectations and trust. Subsequent generations have paid less empirical attention to skepticism in science and its relationship with trust. I seek to rehabilitate skepticism in STS - particularly, Merton's view of skepticism as a scientific norm sustained by trust among status peers - with a study of what I call 'civil skepticism'. The empirical grounding is a case in contemporary dendroclimatology and the development of a method ('Blue Intensity') for generating knowledge about climate change from trees. I present a sequence of four instances of civil skepticism involved in making Blue Intensity more resistant to critique, and hence credible (in laboratory experiments, workshops, conferences, and peer-review of articles). These skeptical interactions depended upon maintaining communal notions of civility among an increasingly extended network of mutually trusted peers through a variety of means: by making Blue Intensity complementary to existing methods used to study a diverse natural world (tree-ring patterns) and by contributing to a shared professional goal (the study of global climate change). I conclude with a sociological theory about the role of civil skepticism in constituting knowledge-claims of greater generality and relevance.

Analysis of Gene Expression Profiles of Soft Tissue Sarcoma Using a Combination of Knowledge-Based Filtering with Integration of Multiple Statistics

PubMed Central

Doi, Ayano; Ichinohe, Risa; Ikuyo, Yoriko; Takahashi, Teruyoshi; Marui, Shigetaka; Yasuhara, Koji; Nakamura, Tetsuro; Sugita, Shintaro; Sakamoto, Hiromi; Yoshida, Teruhiko; Hasegawa, Tadashi

2014-01-01

The diagnosis and treatment of soft tissue sarcomas (STS) have been difficult. Of the diverse histological subtypes, undifferentiated pleomorphic sarcoma (UPS) is particularly difficult to diagnose accurately, and its classification per se is still controversial. Recent advances in genomic technologies provide an excellent way to address such problems. However, it is often difficult, if not impossible, to identify definitive disease-associated genes using genome-wide analysis alone, primarily because of multiple testing problems. In the present study, we analyzed microarray data from 88 STS patients using a combination method that used knowledge-based filtering and a simulation based on the integration of multiple statistics to reduce multiple testing problems. We identified 25 genes, including hypoxia-related genes (e.g., MIF, SCD1, P4HA1, ENO1, and STAT1) and cell cycle- and DNA repair-related genes (e.g., TACC3, PRDX1, PRKDC, and H2AFY). These genes showed significant differential expression among histological subtypes, including UPS, and showed associations with overall survival. STAT1 showed a strong association with overall survival in UPS patients (logrank p = 1.84×10−6 and adjusted p value 2.99×10−3 after the permutation test). According to the literature, the 25 genes selected are useful not only as markers of differential diagnosis but also as prognostic/predictive markers and/or therapeutic targets for STS. Our combination method can identify genes that are potential prognostic/predictive factors and/or therapeutic targets in STS and possibly in other cancers. These disease-associated genes deserve further preclinical and clinical validation. PMID:25188299

A schema theory analysis of students' think aloud protocols in an STS biology context

NASA Astrophysics Data System (ADS)

Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

The impact of a STS/Constructivist learning approach on the beliefs and attitudes of preservice science teachers

NASA Astrophysics Data System (ADS)

Akcay, Hakan

The purpose of this study was to determine the impact of an Science-Technology-Society (STS) course for preservice science teachers. The course was designed to change not only preservice science teachers' attitudes toward science, scientists and science courses, but also the awareness and use of STS/Constructivist approaches in teaching. It also focuses on changes in preservice science teachers regarding the effectiveness of an STS/Constructivist learning environment. Both qualitative and quantitative research methods were used with and a one-group pretest-posttest design. The instruments were administered to the preservice science teachers at the beginning of the semester as pre-tests and again at the end of the semester as post-tests. Data gathered from pre- and post-administration were analyzed for each of the instruments that provide answers to the research questions. The sample consists of forty-one pre-service science teachers who were enrolled in the Societal & Educational Applications of Biological Concepts course during the spring semester of the 2004 and 2005 academic years at the University of Iowa. The major findings for the study include the following: (1) Preservice science teachers showed significantly growth over the semester in their perceptions concerning STS/Constructivism, beliefs about science teaching and learning, and attitudes toward science and technology, and their implications for society. These significant changes were not affected by gender nor grade (elementary vs secondary) level. (2) Preservice science teachers gain in understanding of how students learn with STS/Constructivist approaches. They also increased their use of STS/Constructivist approaches which were developed and applied to teaching science for all students. (3) Preservice science teachers showed statistically significant growth toward an STS/Constructivist philosophy of science teaching and learning in terms of student actions in the classroom, as well as their increased understanding of science processes and content. (4) An STS/Constructivist approach provides student--centered learning environments that are relevant, motivational, and meaningful for preservice science teachers. Further, it encourages them to interact and to participate more actively in science classrooms.

Which components of heart failure programmes are effective? A systematic review and meta-analysis of the outcomes of structured telephone support or telemonitoring as the primary component of chronic heart failure management in 8323 patients: Abridged Cochrane Review.

PubMed

Inglis, Sally C; Clark, Robyn A; McAlister, Finlay A; Stewart, Simon; Cleland, John G F

2011-09-01

Telemonitoring (TM) and structured telephone support (STS) have the potential to deliver specialized management to more patients with chronic heart failure (CHF), but their efficacy is still to be proven. The aim of this meta-analysis was to review randomized controlled trials (RCTs) of TM or STS for all-cause mortality and all-cause and CHF-related hospitalizations in patients with CHF, as a non-invasive remote model of a specialized disease-management intervention. We searched all relevant electronic databases and search engines, hand-searched bibliographies of relevant studies, systematic reviews, and meeting abstracts. Two reviewers independently extracted all data. Randomized controlled trials comparing TM or STS to usual care in patients with CHF were included. Studies that included intensified management with additional home or clinic-visits were excluded. Primary outcomes (mortality and hospitalizations) were analysed; secondary outcomes (cost, length of stay, and quality of life) were tabulated. Thirty RCTs of STS and TM were identified (25 peer-reviewed publications (n= 8323) and five abstracts (n= 1482)). Of the 25 peer-reviewed studies, 11 evaluated TM (2710 participants), 16 evaluated STS (5613 participants) with two testing both STS and TM in separate intervention arms compared with usual care. Telemonitoring reduced all-cause mortality {risk ratio (RR) 0.66 [95% confidence interval (CI) 0.54-0.81], P< 0.0001 }and STS showed a similar, but non-significant trend [RR 0.88 (95% CI 0.76-1.01), P= 0.08]. Both TM [RR 0.79 (95% CI 0.67-0.94), P= 0.008], and STS [RR 0.77 (95% CI 0.68-0.87), P< 0.0001] reduced CHF-related hospitalizations. Both interventions improved quality of life, reduced costs, and were acceptable to patients. Improvements in prescribing, patient-knowledge and self-care, and functional class were observed. Telemonitoring and STS both appear effective interventions to improve outcomes in patients with CHF. Systematic Review Number: Cochrane Database of Systematic Reviews. 2008:Issue 3. Art. No.: CD007228. DOI: 10.1002/14651858.CD007228.

From 'implications' to 'dimensions': science, medicine and ethics in society.

PubMed

Pickersgill, Martyn D

2013-03-01

Much bioethical scholarship is concerned with the social, legal and philosophical implications of new and emerging science and medicine, as well as with the processes of research that under-gird these innovations. Science and technology studies (STS), and the related and interpenetrating disciplines of anthropology and sociology, have also explored what novel technoscience might imply for society, and how the social is constitutive of scientific knowledge and technological artefacts. More recently, social scientists have interrogated the emergence of ethical issues: they have documented how particular matters come to be regarded as in some way to do with 'ethics', and how this in turn enjoins particular types of social action. In this paper, I will discuss some of this and other STS (and STS-inflected) literature and reflect on how it might complement more 'traditional' modes of bioethical enquiry. I argue that STS might (1) cast new light on current bioethical issues, (2) direct the gaze of bioethicists towards matters that may previously have escaped their attention, and (3) indicate the import not only of the ethical implications of biomedical innovation, but also how these innovative and other processes feature ethics as a dimension of everyday laboratory and clinical work. In sum, engagements between STS and bioethics are increasingly important in order to understand and manage the complex dynamics between science, medicine and ethics in society.

Flight motor set 360L002 (STS-27R). Volume 5: Nozzle component

NASA Technical Reports Server (NTRS)

Meyer, S. A.

1990-01-01

A review of the performance and post-flight condition of the STS-27 Redesigned Solid Rocket Motor (RSRM) nozzles is presented. Thermal/Structural instrumentation data is reviewed, and applicable Discrepancy Reports (DRs) and Process Departures (PDs) are presented. The Nozzle Component Program Team (NCPT) performance evaluation and the Redesign Program Review Board (RPRB) assessment is included. The STS-27 nozzle assemblies were flown on the RSRM Second Flight (Space Shuttle Atlantis) on 2 December 1988. The nozzles were a partially submerged convergent and/or divergent movable design with an aft pivot point flexible bearing. The nozzle assemblies incorporated the following features: RSRM forward exit cone with snubber assembly, RSRM fixed housing, Structural backup Outer Boot Ring (OBR), RSRM cowl ring, RSRM nose inlet assembly, RSRM throat assembly, RSRM aft exit cone assembly with Linear-Shaped Charge (LSC), RTV backfill in Joints 1, 3, and 4, Use of EA913 NA adhesive in place of EA913 adhesive, Redesigned nozzle plug, and Carbon Cloth Phenolic (CCP) with 750 ppm sodium content. The CCP material usage for the STS-27 forward nozzle and aft exit cone assemblies is shown.

Aroma Profile of Montepulciano d'Abruzzo Wine Fermented by Single and Co-culture Starters of Autochthonous Saccharomyces and Non-saccharomyces Yeasts

PubMed Central

Tofalo, Rosanna; Patrignani, Francesca; Lanciotti, Rosalba; Perpetuini, Giorgia; Schirone, Maria; Di Gianvito, Paola; Pizzoni, Daniel; Arfelli, Giuseppe; Suzzi, Giovanna

2016-01-01

Montepulciano d'Abruzzo is a native grape variety of Vitis vinifera L., grown in central Italy and used for production of high quality red wines. Limited studies have been carried out to improve its enological characteristics through the use of indigenous strains of Saccharomyces cerevisiae. The main objective of the present work was to test two indigenous strains of S. cerevisiae (SRS1, RT73), a strain of Starmerella bacillaris (STS12), one of Hanseniaspora uvarum (STS45) and a co-culture of S. cerevisiae (SRS1) and S. bacillaris (STS12), in an experimental cellar to evaluate their role in the sensory characteristic of Montepulciano d'Abruzzo wine. A S. cerevisiae commercial strain was used. Fermentations were conducted under routine Montepulciano d'Abruzzo wine production, in which the main variables were the yeast strains used for fermentation. Basic winemaking parameters, some key chemical analysis and aroma compounds were considered. S. cerevisiae strain dynamics during fermentation were determined by molecular methods. The musts inoculated with the co-culture were characterized by a faster fermentation start and a higher content of glycerol after 3 days of fermentation, as well as the musts added with strains S. bacillaris (STS12) and H. uvarum (STS45). At the end of fermentation the parameters studied were quite similar in all the wines. Total biogenic amines (BA) content of all the wines was low. Ethanolamine was the predominant BA, with a concentration ranging from 21 to 24 mg/l. Wines were characterized by esters and alcohols. In particular, 2-phenylethanol, 3-methylbut-1-yl methanoate, and ethyl ethanoate were the major aroma volatile compounds in all wines. Statistical analysis highlighted the different role played by aroma compounds in the differentiation of wines, even if it was impossible to select a single class of compounds as the most important for a specific yeast. The present study represents a further step toward the use of tailored autochthonous strains to impart the specific characteristics of a given wine which are an expression of a specific terroir. PMID:27199939

An Analysis of Social Studies Teachers' Perception Levels Regarding Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yesiltas, Erkan

2016-01-01

Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods,…

Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Mahler, Daniela; Kleickmann, Thilo; Harms, Ute

2014-01-01

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

Tell Me Why! Content Knowledge Predicts Process-Orientation of Math Researchers' and Math Teachers' Explanations

ERIC Educational Resources Information Center

Lachner, Andreas; Nückles, Matthias

2016-01-01

In two studies, we investigated the impact of instructors' different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to…

Russian-Norwegian Cooperation In Regulation of the Public Radiation Protection in the Northwest Russia - 12440

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

Shandala, Nataliya; Seregin, Vladimir; Titov, Alexey

In 1960's, the large technical bases of the Northern Fleet were arranged on the Kola Peninsula. These bases were involved in support of nuclear submarines performing acceptance and storage of radioactive waste (RW) and spent nuclear fuel (SNF). Since 1985, the waste acceptance has been stopped and the technical bases changed their functions to serve as sites of temporary storage (STS). According to the RF Government Directive of 09 February 2000 No 220-r, the STS were put under Rosatom responsibility in order to conduct operations dealing with the SNF and RW management being accumulated during the naval activity and originatedmore » from dismantlement of nuclear submarines and surface ships equipped with nuclear powered installations, as well as to carry out environmental remediation of radiation hazardous facilities in this region. The international collaborative assistance is very important to increase effectiveness of such works. This paper includes the findings of cooperation between the Federal Medical Biological Agency (FMBA) and Norwegian Radiation Protection Authority (NRPA) in radiation protection of the public in the course of the STS remediation. Since 2004, the following works has been carried out in this direction: - radiation threat assessment and identification of the priority directions of radiation and hygienic studies; - radiation situation inspections on-site and within the coastal offshore waters at different stage of remediation; - development of the documents including the criteria for the STS remediation and guidelines for radiation monitoring to control the mentioned criteria compliance; - development of the radio-ecological geo-information system. The developed criteria consider four basic options of the STS remediation - renovation, conversion, conservation and liquidation. The main (dose) and derived remediation levels have been determined for each option. The resulted from monitoring radiation parameters - including contents of {sup 137}Cs, {sup 90}Sr and {sup 60}Co in samples of soil, vegetation, seawater, seaweeds, bottom sediments, invertebrates and vertebrates, gamma dose rate values - are integrated in the database, which is the component of the geo-information system. The developed regulative and methodical documents and the geo-information system have been introduced in Regional Management-120 under FMBA of Russia, which is responsible for the radiation safety supervision, Centre of Hygiene and Epidemiology-120 under FMBA of Russia, which carries out regulatory radiation control, and in the operating organization involved in the STS remediation and responsible for radiation protection of workers and public. The works completed have permitted to solve the majority of problems in enhancement of radiation and hygienic supervision of SevRAO operation. However, some relevant questions in this area need additional efforts. In particular, in the course of specification of the design solutions, obtaining additional data on the radiation situation parameters and clarification of the prognostic assessments, the necessity will certainly arise to amend the regulatory documents taking the adopted design solutions into account. We are on the way to real results. Much has been done for the first time, and although it is difficult to foresee all future problems and challenges, our knowledge, experience and close cooperation permit to assess the prospects confidently. (authors)« less

Onorbit IMU alignment error budget

NASA Technical Reports Server (NTRS)

Corson, R. W.

1980-01-01

The Star Tracker, Crew Optical Alignment Sight (COAS), and Inertial Measurement Unit (IMU) from a complex navigation system with a multitude of error sources were combined. A complete list of the system errors is presented. The errors were combined in a rational way to yield an estimate of the IMU alignment accuracy for STS-1. The expected standard deviation in the IMU alignment error for STS-1 type alignments was determined to be 72 arc seconds per axis for star tracker alignments and 188 arc seconds per axis for COAS alignments. These estimates are based on current knowledge of the star tracker, COAS, IMU, and navigation base error specifications, and were partially verified by preliminary Monte Carlo analysis.

Description of pedagogical content knowledge (PCK) and content knowledge on Muhammadiyah Semarang University's preservice teacher

NASA Astrophysics Data System (ADS)

Astuti, Andari Puji; Wijayatiningsih, Testiana Deni; Azis, Abdul; Sumarti, Sri Susilogati; Barati, Dwi Anggani Linggar

2017-12-01

One of the competencies of teachers to be mastered under the constitution is pedagogic competence. This study aims to provide an overview of the pedagogic competence of Preservice teachers through the mastery of Pedagogical Content Knowledge (PCK) and Content knowledge (CK). The research method used is descriptive qualitative, with data retrieval technique through essay tests, questionnaire and interview. The results showed that of the five PCK indicators, only knowledge of learning strategies to teach chemistry already in high category. For Content Knowledge of preservice teachers are in the middle category for indicators of knowledge of disciplinary content, whereas knowledge that alternative frameworks for thinking about the content exist and the knowledge of the relationship between big ideas and the supporting ideas in a content area is in the fair category.

Reflight of the First Microgravity Science Laboratory: Quick Turnaround of a Space Shuttle Mission

NASA Technical Reports Server (NTRS)

Simms, Yvonne

1998-01-01

Due to the short flight of Space Shuttle Columbia, STS-83, in April 1997, NASA chose to refly the same crew, shuttle, and payload on STS-94 in July 1997. This was the first reflight of an entire mission complement. The reflight of the First Microgravity Science Laboratory (MSL-1) on STS-94 required an innovative approach to Space Shuttle payload ground processing. Ground processing time for the Spacelab Module, which served as the laboratory for MSL-1 experiments, was reduced by seventy-five percent. The Spacelab Module is a pressurized facility with avionics and thermal cooling and heating accommodations. Boeing-Huntsville, formerly McDonnell Douglas Aerospace, has been the Spacelab Integration Contractor since 1977. The first Spacelab Module flight was in 1983. An experienced team determined what was required to refurbish the Spacelab Module for reflight. Team members had diverse knowledge, skills, and background. An engineering assessment of subsystems, including mechanical, electrical power distribution, command and data management, and environmental control and life support, was performed. Recommendations for resolution of STS-83 Spacelab in-flight anomalies were provided. Inspections and tests that must be done on critical Spacelab components were identified. This assessment contributed to the successful reflight of MSL-1, the fifteenth Spacelab Module mission.

STS-61 Crew Insignia

NASA Image and Video Library

1993-10-01

STS061-S-001 (1 Oct. 1993) --- Designed by the crew members, the STS-61 crew insignia depicts the astronaut symbol superimposed against the sky with the Earth underneath. Also seen are two circles representing the optical configuration of the Hubble Space Telescope (HST). Light is focused by reflections from a large primary mirror and a smaller secondary mirror. The light is analyzed by various instruments and, according to the crew members, "brings to us on Earth knowledge about planets, stars, galaxies and other celestial objects, allowing us to better understand the complex physical processes at work in the universe." The space shuttle Endeavour is also represented as the fundamental tool that allows the crew to perform the first servicing of the Hubble Space Telescope so its scientific deep space mission may be extended for several years to come. The overall design of the emblem, with lines converging to a high point, is also a symbolic representation of the large-scale Earth-based effort -- which involves space agencies, industry and the universities -- to reach goals of knowledge and perfection. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the forms of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, the change will be publicly announced. Photo credit: NASA

75 FR 18907 - Notice of Opportunity for Public Comment on the Proposed Model Safety Evaluation for Plant...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-13

... Specifications (STS) to define a new time limit for restoring inoperable RCS leakage detection instrumentation to... contents of the facility design bases related to the operability of the RCS leakage detection... leakage detection instrumentation to operable status and establish alternate methods of monitoring RCS...

The Biodiversity Community Action Project: An STS Investigation

ERIC Educational Resources Information Center

Aidin, Amirshokoohi; Mahsa, Kazempour

2010-01-01

The Biodiversity Community Action Project is a stimulating and vigorous project that allows students to gain an in-depth understanding of the interconnection between organisms and their environments as well as the connection of science to their lives and society. It addresses key content standards in the National Science Education Standards and…

The visual analysis of emotional actions.

PubMed

Chouchourelou, Arieta; Matsuka, Toshihiko; Harber, Kent; Shiffrar, Maggie

2006-01-01

Is the visual analysis of human actions modulated by the emotional content of those actions? This question is motivated by a consideration of the neuroanatomical connections between visual and emotional areas. Specifically, the superior temporal sulcus (STS), known to play a critical role in the visual detection of action, is extensively interconnected with the amygdala, a center for emotion processing. To the extent that amygdala activity influences STS activity, one would expect to find systematic differences in the visual detection of emotional actions. A series of psychophysical studies tested this prediction. Experiment 1 identified point-light walker movies that convincingly depicted five different emotional states: happiness, sadness, neutral, anger, and fear. In Experiment 2, participants performed a walker detection task with these movies. Detection performance was systematically modulated by the emotional content of the gaits. Participants demonstrated the greatest visual sensitivity to angry walkers. The results of Experiment 3 suggest that local velocity cues to anger may account for high false alarm rates to the presence of angry gaits. These results support the hypothesis that the visual analysis of human action depends upon emotion processes.

Threshold Concepts and Student Engagement: Revisiting Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Zepke, Nick

2013-01-01

This article revisits the notion that to facilitate quality learning requires teachers in higher education to have pedagogical content knowledge. It constructs pedagogical content knowledge as a teaching and learning space that brings content and pedagogy together. On the content knowledge side, it suggests that threshold concepts, akin to a…

Pre-Service Teachers' Pedagogical Content Knowledge: Implications for Teaching

ERIC Educational Resources Information Center

Marshman, Margaret; Porter, Glorianne

2013-01-01

Effective teachers have good pedagogical content knowledge (PCK). Pedagogical content knowledge is the intersection of discipline specific content knowledge and pedagogical knowledge. How effectively are pre-service teachers helped to develop good PCK? In this project we asked our pre-service teachers how they would respond to a particular student…

Technological Pedagogical Content Knowledge of Prospective Mathematics Teacher in Three Dimensional Material Based on Sex Differences

NASA Astrophysics Data System (ADS)

Aqib, M. A.; Budiarto, M. T.; Wijayanti, P.

2018-01-01

The effectiveness of learning in this era can be seen from 3 factors such as: technology, content, and pedagogy that covered in Technological Pedagogical Content Knowledge (TPCK). This research was a qualitative research which aimed to describe each domain from TPCK include Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Technological, Pedagogical, and Content Knowledge. The subjects of this research were male and female mathematics college students at least 5th semester who has almost the same ability for some course like innovative learning, innovative learning II, school mathematics I, school mathematics II, computer applications and instructional media. Research began by spreading the questionnaire of subject then continued with the assignment and interview. The obtained data was validated by time triangulation.This research has result that male and female prospective teacher was relatively same for Content Knowledge and Pedagogical Knowledge domain. While it was difference in the Technological Knowledge domain. The difference in this domain certainly has an impact on other domains that has technology components on it. Although it can be minimized by familiarizing the technology.

Exploring Preschool Children’s Science Content Knowledge

PubMed Central

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2014-01-01

Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning. PMID:25541574

The Neurolab Spacelab Mission: Neuroscience Research in Space: Results from the STS-90, Neurolab Spacelab Mission

NASA Technical Reports Server (NTRS)

Buckey, Jay C., Jr. (Editor); Homick, Jerry L. (Editor)

2003-01-01

Neurolab (STS-90) represents a major scientific achievement that built upon the knowledge and capabilities developed during the preceding 15 successful Spacelab module missions. NASA proposed a dedicated neuroscience research flight in response to a Presidential declaration that the 1990's be the Decade of the Brain. Criteria were established for selecting research proposals in partnership with the National Institutes of Health (NM), the National Science Foundation, the Department of Defense, and a number of the International Space Agencies. The resulting Announcement of Opportunity for Neurolab in 1993 resulted in 172 proposals from scientists worldwide. After an NIH-managed peer review, NASA ultimately selected 26 proposals for flight on the Neurolab mission.

Effects of Improved Content Knowledge on Pedagogical Content Knowledge and Student Performance in Physical Education

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Li, Weidong

2017-01-01

Background: Pedagogical content knowledge (PCK) is an interaction of several knowledge bases upon which the teacher makes decisions about what and how to teach. To date, there are no studies in physical education directly documenting relationships between specialized content knowledge (SCK) and PCK. Such relationships have not been empirically…

Does Knowing More Advanced Mathematics Ensure Effectiveness of Working towards Demonstrating Specialised Mathematical Content Knowledge of Second-Year Pre-Service Teachers?

ERIC Educational Resources Information Center

Livy, Sharyn

2012-01-01

The theoretical understanding that underpins a teacher's foundation knowledge draws on their common content knowledge (CCK) and influences their mathematics' teaching (Rowland, Turner, Thwaites, & Huckstep, 2009). Teachers who have specialised content knowledge (SCK) demonstrate a unique kind of content knowledge which is more than knowing the…

Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

2015-01-01

This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

Transferability of STS markers in studying genetic relationships of marvel grass (Dichanthium annulatum).

PubMed

Saxena, Raghvendra; Chandra, Amaresh

2011-11-01

Transferability of sequence-tagged-sites (STS) markers was assessed for genetic relationships study among accessions of marvel grass (Dichanthium annulatum Forsk.). In total, 17 STS primers of Stylosanthes origin were tested for their reactivity with thirty accessions of Dichanthium annulatum. Of these, 14 (82.4%) reacted and a total 106 (84 polymorphic) bands were scored. The number of bands generated by individual primer pairs ranged from 4 to 11 with an average of 7.57 bands, whereas polymorphic bands ranged from 4 to 9 with an average of 6.0 bands accounts to an average polymorphism of 80.1%. Polymorphic information content (PIC) ranged from 0.222 to 0.499 and marker index (MI) from 1.33 to 4.49. Utilizing Dice coefficient of genetic similarity dendrogram was generated through un-weighted pairgroup method with arithmetic mean (UPGMA) algorithm. Further, clustering through sequential agglomerative hierarchical and nested (SAHN) method resulted three main clusters constituted all accessions except IGBANG-D-2. Though there was intermixing of few accessions of one agro-climatic region to another, largely groupings of accessions were with their regions of collections. Bootstrap analysis at 1000 scale also showed large number of nodes (11 to 17) having strong clustering (> 50). Thus, results demonstrate the utility of STS markers of Stylosanthes in studying the genetic relationships among accessions of Dichanthium.

Disciplinary Literacy and Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Carney, Michelle; Indrisano, Roselmina

2013-01-01

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

NASA Astrophysics Data System (ADS)

Miller-Ricks, Karen A.

Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM teachers who are more prepared to teach within the STEM content domains and implement STS instructional practices into lessons have higher achievement scores.

The role of ethylene in the development of constant-light injury of potato and tomato

NASA Technical Reports Server (NTRS)

Cushman, K. E.; Tibbitts, T. W.

1998-01-01

The role of ethylene in the development of constant-light injury of potato (Solanum tuberosum L.) and tomato (Lycopersicon esculentum Mill.) was investigated. In one study, silver thiosulfate (STS) was applied to the foliage of four potato cultivars growing under constant light. Leaf area and shoot dry mass of 'Kennebec' and 'Superior', cultivars normally injured by constant light, were greater (P < 0.05) than those of control plants given foliar applications of distilled water. Examination of STS-treated 'Kennebec' leaflets revealed significantly less injury (necrotic spotting and reduced starch content) than the water-treated controls. 'Norland' and 'Denali', cultivars tolerant of constant light, exhibited no differences in growth between treatments. In a second study, injury (necrotic spotting and reduced starch content) was induced in leaflets of 'Denali' when exposed to spray applications of 0.5 mmol L-1 ethephon or air containing 0.5 to 0.8 microL L-1 ethylene. In a third study, three genotypes of 'Ailsa Craig' tomato were grown under constant light. Leaves of the normal 'Ailsa Craig' exhibited epinasty, reduced chlorophyll concentration, and reduced starch content. Leaves of a mutant 'Ailsa Craig', containing the Never ripe mutation, did not exhibit epinasty but exhibited the same amount of reduced chlorophyll concentration and starch content as normal plants. Leaves of a transgenic 'Ailsa Craig', containing an antisense gene of 1-aminocyclopropane 1-carboxylate (ACC) oxidase, were epinastic, but chlorophyll concentration and starch content were greater than in leaves of normal and mutant plants. These results suggest that transgenic plants were more tolerant of constant light than the other genotypes. Evidence from these studies indicates that ethylene, combined with constant light, has an important role in the development of constant-light injury.

Identifying content knowledge for teaching energy: Examples from high school physics

NASA Astrophysics Data System (ADS)

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-06-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice—the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for selecting and analyzing classroom episodes showing content knowledge for teaching about energy (CKT-E), and illustrate this methodology with examples from high school physics instruction. Our work has implications for research on teacher knowledge and for professional development that enhances teacher CKT-E.

STS125-S-001

NASA Image and Video Library

2007-12-01

STS125-S-001 (December 2007) --- This STS-125 crew patch shows HST along with a representation of its many scientific discoveries. The overall structure and composition of the Universe is shown in blue and filled with planets, stars, and galaxies. The black background is indicative of the mysteries of dark-energy and dark-matter. The new instruments to be installed on HST during this mission, Wide Field Camera-3 and the Cosmic Origins Spectrograph, will make observations to help understand these unseen components which seem to dominate the structure of the Universe. The red border of the patch represents the red-shifted glow of the early Universe, and the limit of the Hubble's view into the cosmos. Upon completion of STS-125, the fifth mission to service HST, the Hubble will provide even deeper and more detailed views of the Universe. Soaring by the telescope is the space shuttle which initially deployed Hubble and has enabled astronauts to continually upgrade the telescope, significantly contributing to the expansion of human knowledge. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the forms of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, the change will be publicly announced. Photo credit: NASA

Analysis of the conceptions and expectations of students in the courses of pedagogy, administration and human resources about the discipline of science, technology and society

NASA Astrophysics Data System (ADS)

de Souza, Alexandre; de Oliveira Neves, Jobert; Ferreira, Orlando Rodrigues; Lúcia Costa Amaral, Carmem; Delourdes Maciel, Maria; Voelzke, Marcos Rincon; Nascimento, Rômulo Pereira

2012-10-01

Provided for the education curricula since 1960, the focus on Science, Technology and Society (STS) has been poorly implemented even until today. Set as a goal to be achieved at all levels of education by 2014, in Brazil it is necessary to undertake specific actions in pursuit of putting into practice what has been stalled over the years in Education. As a result of joint efforts of teachers and students of the Masters in Teaching Science and Mathematics at the Universidade Cruzeiro do Sul comes the challenge of providing a specific discipline dealing with the concepts of STS, offered as a optional special, initially for students of Pedagogy and later, due to the interest of some students, for the course of Administration and Human Resources of this institution. The survey of previous conceptions of students enrolled in the Special Discipline Elective Science, Technology and Society (CTS DOP) on the triad of STS showed a great ignorance on the same theme. The reports reveal conceptions of students who approach the linear model of development. As to the generated expectations in terms of discipline, there stand out the desires of expansion of knowledge for possible applications in personal and professional life. This research aims to evaluate the current course, while identifying ways to improve and strengthen the STS movement in education.

Aeromedical Lessons from the Space Shuttle Columbia Accident Investigation

NASA Technical Reports Server (NTRS)

Pool, Sam L.

2005-01-01

This paper presents the aeromedical lessons learned from the Space Shuttle Columbia Accident Investigation. The contents include: 1) Introduction and Mission Response Team (MRT); 2) Primary Disaster Field Office (DFO); 3) Mishap Investigation Team (MIT); 4) Kennedy Space Center (KSC) Mishap Response Plan; 5) Armed Forces Institute of Pathology (AFIP); and 6) STS-107 Crew Surgeon.

Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability

ERIC Educational Resources Information Center

Danisman, Sahin; Tanisli, Dilek

2017-01-01

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the…

Influence of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Photosynthesis and Plant Growth

ERIC Educational Resources Information Center

Kapyla, Markku; Heikkinen, Jussi-Pekka; Asunta, Tuula

2009-01-01

The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

Identifying Content Knowledge for Teaching Energy: Examples from High School Physics

ERIC Educational Resources Information Center

Robertson, Amy D.; Scherr, Rachel E.; Goodhew, Lisa M.; Daane, Abigail R.; Gray, Kara E.; Aker, Leanna B.

2017-01-01

"Content knowledge for teaching" is the specialized content knowledge that teachers use in practice the content knowledge that serves them for tasks of teaching such as revoicing students' ideas, choosing an instructional activity to address a student misunderstanding, and evaluating student statements. We describe a methodology for…

Foundation Content Knowledge: What Do Pre-Service Teachers Need to Know?

ERIC Educational Resources Information Center

Linsell, Chris; Anakin, Megan

2013-01-01

The mathematics content knowledge of pre-service teachers is a growing area of inquiry. This topic requires further theoretical development due to the limited applicability of current cognitive and practice-oriented frameworks of mathematics content knowledge to beginning pre-service teachers. Foundation content knowledge is an integrated,…

Exploring Preschool Children's Science Content Knowledge

ERIC Educational Resources Information Center

Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P.

2015-01-01

Research Findings: The purpose of this study was to describe children's science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children's science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed…

Pre-Service Science Teachers in Xinjiang "Scientific Inquiry" - Pedagogical Content Knowledge Research

ERIC Educational Resources Information Center

Li, Yufeng; Xiong, Jianwen

2012-01-01

Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…

An Analysis of Content Knowledge and Cognitive Abilities as Factors That Are Associated with Algebra Performance

ERIC Educational Resources Information Center

McLean, Tamika Ann

2017-01-01

The current study investigated college students' content knowledge and cognitive abilities as factors associated with their algebra performance, and examined how combinations of content knowledge and cognitive abilities related to their algebra performance. Specifically, the investigation examined the content knowledge factors of computational…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

A Schema Theory Analysis of Students' Think Aloud Protocols in an STS Biology Context

ERIC Educational Resources Information Center

Quinlan, Catherine Louise

2012-01-01

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students…

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

ERIC Educational Resources Information Center

Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

2015-01-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

NASA Dryden Flight Research Center: We Fly What Others Only Imagine

NASA Technical Reports Server (NTRS)

Ennix-Sandhu, Kimberly

2006-01-01

A powerpoint presentation of NASA Dryden's historical and future flight programs is shown. The contents include: 1) Getting To Know NASA; 2) Our Namesake; 3) To Fly What Others Only Imagine; 4) Dryden's Mission: Advancing Technology and Science Through Flight; 5) X-1 The First of the Rocket-Powered Research Aircraft; 6) X-1 Landing; 7) Lunar Landing Research Vehicle (LLRV) Liftoff and Landing; 8) Linear Aerospike SR-71 Experiment (LASRE) Ground Test; 9) M2-F1 (The Flying Bathtub); 10) M2-F2 Drop Test; 11) Enterprise Space Shuttle Prototype; 12) Space Shuttle Columbia STS-1; 13) STS-114 Landing-August 2005; 14) Crew Exploration Vehicle (CEV); 15) What You Can Do To Succeed!; and 16) NASA Dryden Flight Research Center: This is What We Do!

Can use of an administrative database improve accuracy of hospital-reported readmission rates?

PubMed

Edgerton, James R; Herbert, Morley A; Hamman, Baron L; Ring, W Steves

2018-05-01

Readmission rates after cardiac surgery are being used as a quality indicator; they are also being collected by Medicare and are tied to reimbursement. Accurate knowledge of readmission rates may be difficult to achieve because patients may be readmitted to different hospitals. In our area, 81 hospitals share administrative claims data; 28 of these hospitals (from 5 different hospital systems) do cardiac surgery and share Society of Thoracic Surgeons (STS) clinical data. We used these 2 sources to compare the readmissions data for accuracy. A total of 45,539 STS records from January 2008 to December 2016 were matched with the hospital billing data records. Using the index visit as the start date, the billing records were queried for any subsequent in-patient visits for that patient. The billing records included date of readmission and hospital of readmission data and were compared with the data captured in the STS record. We found 1153 (2.5%) patients who had STS records that were marked "No" or "missing," but there were billing records that showed a readmission. The reported STS readmission rate of 4796 (10.5%) underreported the readmission rate by 2.5 actual percentage points. The true rate should have been 13.0%. Actual readmission rate was 23.8% higher than reported by the clinical database. Approximately 36% of readmissions were to a hospital that was a part of a different hospital system. It is important to know accurate readmission rates for quality improvement processes and institutional financial planning. Matching patient records to an administrative database showed that the clinical database may fail to capture many readmissions. Combining data with an administrative database can enhance accuracy of reporting. Copyright © 2017 The American Association for Thoracic Surgery. Published by Elsevier Inc. All rights reserved.

A Comparison of Experienced and Preservice Elementary School Teachers' Content Knowledge and Pedagogical Content Knowledge about Electric Circuits

ERIC Educational Resources Information Center

Lin, Jing-Wen

2017-01-01

This study investigated the differences between Taiwanese experienced and preservice elementary school science teachers' content knowledge (CK) about electric circuits and their ability to predict students' preconceptions about electric circuits as an indicator of their pedagogical content knowledge (PCK). An innovative web-based recruitment and…

What Is Technological Pedagogical Content Knowledge (TPACK)?

ERIC Educational Resources Information Center

Koehler, Mathew J.; Mishra, Punya; Cain, William

2013-01-01

This paper describes TPACK, technological pedagogical content knowledge (originally TPCK), a teacher knowledge framework for technology integration that builds on Lee S. Shulman's construct of pedagogical content knowledge to include technology knowledge. The paper begins with a brief introduction to the complex, ill-structured nature of teaching.…

STS-44 Mission Insignia

NASA Technical Reports Server (NTRS)

1991-01-01

Designed by the participating crewmembers, the STS-44 patch shows the Space Shuttle Atlantis ascending to Earth orbit to expand mankind's knowledge. The patch illustrated by the symbolic red, white and blue of the American flag represents the American contribution and strength derived from this mission. The black background of space, indicative of the mysteries of the universe, is illuminated by six large stars, which depict the American crew of six and the hopes that travel with them. The smaller stars represent Americans who work in support of this mission. Within the Shuttle's payload bay is a Defense Support Program Satellite which will help insure peace. In the words of a crew spokesman, the stars of the flag symbolize our leadership in an exciting quest of space and the boundless dreams for humanity's future.

Effects of Experiment Location and Orbiter Attitude on the Residual Acceleration On-Board STS-73 (USML-2)

NASA Technical Reports Server (NTRS)

Hakimzadeh, Roshanak; McPherson, Kevin M.; Matisak, Brian P.; Wagar, William O.

1997-01-01

A knowledge of the quasi-steady acceleration environment on the NASA Space Shuttle Orbiter is of particular importance for materials processing experiments which are limited by slow diffusive processes. The quasi-steady (less than 1 HZ) acceleration environment on STS-73 (USML-2) was measured using the Orbital Acceleration Research Experiment (OARE) accelerometer. One of the facilities flown on USML-2 was the Crystal Growth Furnace (CGF), which was used by several Principal Investigators (PIS) to grow crystals. In this paper the OARE data mapped to the sample melt location within this furnace is presented. The ratio of the axial to radial components of the quasi-steady acceleration at the melt site is presented. Effects of Orbiter attitude on the acceleration data is discussed.

Use of the Rasch Measurement Model to Explore the Relationship between Content Knowledge and Topic-Specific Pedagogical Content Knowledge for Organic Chemistry

ERIC Educational Resources Information Center

Davidowitz, Bette; Potgieter, Marietjie

2016-01-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the…

An Investigation of the Technological Pedagogical Content Knowledge of Pre-Service Teachers

ERIC Educational Resources Information Center

Horzum, Mehmet Baris

2013-01-01

This study investigates whether pre-service teachers' learning approach and gender are related to their technological knowledge, their technological content knowledge, their technological pedagogical knowledge and their technological pedagogical content knowledge. The sample of the study consisted of 239 pre-service teachers. It was found that an…

A Portal of Educational Resources: Providing Evidence for Matching Pedagogy with Technology

ERIC Educational Resources Information Center

Di Blas, Nicoletta; Fiore, Alessandro; Mainetti, Luca; Vergallo, Roberto; Paolini, Paolo

2014-01-01

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge)…

Personal Reflection: Pedagogical Content Knowledge and the Affective Domain of Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Garritz, Andoni

2010-01-01

The question of these reflections is if among those content-dependent instructional conditions necessary to attain conceptual understanding, those belonging to the affective domain of teaching and learning must be included in Pedagogical Content Knowledge (PCK), the special amalgam of content knowledge and knowledge of general pedagogy that a…

Hydrocarbon pollution fixed to combined sewer sediment: a case study in Paris.

PubMed

Rocher, Vincent; Garnaud, Stéphane; Moilleron, Régis; Chebbo, Ghassan

2004-02-01

Over a period of two years (2000-2001), sediment samples were extracted from 40 silt traps (STs) spread through the combined sewer system of Paris. All sediment samples were analysed for physico-chemical parameters (pH, organic matter content, grain size distribution), with total hydrocarbons (THs) and 16 polycyclic aromatic hydrocarbons (PAHs) selected from the priority list of the US-EPA. The two main objectives of the study were (1) to determine the hydrocarbon contamination levels in the sediments of the Paris combined sewer system and (2) to investigate the PAH fingerprints in order to assess their spatial variability and to elucidate the PAH origins. The results show that there is some important inter-site and intra-site variations in hydrocarbon contents. Despite this variability, TH and PAH contamination levels (50th percentile) in the Parisian sewer sediment are estimated at 530 and 18 microg g(-1), respectively. The investigation of the aromatic compound distributions in all of the 40 STs has underlined that there is, at the Paris sewer system scale, a homogeneous PAH background pollution. Moreover, the study of the PAH fingerprints, using specific ratios, suggests the predominance of a pyrolytic origin for those PAHs fixed to the sewer sediment.

Examining Prospective Mathematics Teachers' Pedagogical Content Knowledge on Fractions in Terms of Students' Mistakes

ERIC Educational Resources Information Center

Sahin, Ömer; Gökkurt, Burçin; Soylu, Yasin

2016-01-01

The aim of the study is to examine prospective mathematics teachers' pedagogical content knowledge in terms of knowledge of understanding students and knowledge of instructional strategies which are the subcomponents of pedagogical content knowledge. The participants of this research consist of 98 prospective teachers who are studying in two…

Measuring Teachers' Pedagogical Content Knowledge in Primary Technology Education

ERIC Educational Resources Information Center

Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

2009-01-01

Pedagogical content knowledge is found to be a crucial part of the knowledge base for teaching. Studies in the field of primary technology education showed that this domain of teacher knowledge is related to pupils' increased learning, motivation, and interest. The common methods to investigate teachers' pedagogical content knowledge are often…

First-year Pre-service Teachers in Taiwan—Do they enter the teacher program with satisfactory scientific literacy and attitudes toward science?

NASA Astrophysics Data System (ADS)

Chin, Chi-Chin

2005-10-01

Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first-year pre-service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science-related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first-year pre-service teachers was at a satisfactory level. Of the six scales covered in this study, the pre-service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre-service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre-service programs.

Reading Content Knowledge: What Do Teachers Need to Know and How Can We Assess Their Knowledge?

ERIC Educational Resources Information Center

Lilienthal, Linda K.

2008-01-01

The purpose of this study was to investigate preservice teachers' reading content knowledge, to develop a definition of reading, and to develop an informal test of teachers' reading content knowledge. A content analysis of two contemporary reading textbooks used in university reading courses was the source of a six-tier, hierarchical definition of…

Exploring Connections between Content Knowledge, Pedagogical Content Knowledge, and the Opportunities to Learn Mathematics: Findings from the TEDS-M Dataset

ERIC Educational Resources Information Center

Murray, Eileen; Durkin, Kelley; Chao, Theodore; Star, Jon R.; Vig, Rozy

2018-01-01

Past work on mathematics teachers' content knowledge (CK) and pedagogical content knowledge (PCK) has resulted in mixed findings about the strength of the relationship between and development of these constructs. The current study uses data from the Teacher Education and Development Study in Mathematics (TEDS-M) to examine the relationship between…

Mathematics teaching experiences of elementary preservice teachers with high and low mathematics anxiety during student teaching: A multiple case study

NASA Astrophysics Data System (ADS)

Nisbet, Leslie Deanna

This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman's content knowledge, Graeber's mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs' perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

The Use of Geospatial Technologies Instruction within a Student/Teacher/Scientist Partnership: Increasing Students' Geospatial Skills and Atmospheric Concept Knowledge

ERIC Educational Resources Information Center

Hedley, Mikell Lynne; Templin, Mark A.; Czaljkowski, Kevin; Czerniak, Charlene

2013-01-01

Many 21st century careers rely on geospatial skills; yet, curricula and professional development lag behind in incorporating these skills. As a result, many teachers have limited experience or preparation for teaching geospatial skills. One strategy for overcoming such problems is the creation of a student/teacher/scientist (STS) partnership…

Socioscientific Argumentation: The effects of content knowledge and morality

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Donnelly, Lisa A.

2006-10-01

Broad support exists within the science education community for the incorporation of socioscientific issues (SSI) and argumentation in the science curriculum. This study investigates how content knowledge and morality contribute to the quality of SSI argumentation among high school students. We employed a mixed-methods approach: 56 participants completed tests of content knowledge and moral reasoning as well as interviews, related to SSI topics, which were scored based on a rubric for argumentation quality. Multiple regression analyses revealed no statistically significant relationships among content knowledge, moral reasoning, and argumentation quality. Qualitative analyses of the interview transcripts supported the quantitative results in that participants very infrequently revealed patterns of content knowledge application. However, most of the participants did perceive the SSI as moral problems. We propose a “Threshold Model of Knowledge Transfer” to account for the relationship between content knowledge and argumentation quality. Implications for science education are discussed.

Understanding communicative actions: a repetitive TMS study.

PubMed

Stolk, Arjen; Noordzij, Matthijs L; Volman, Inge; Verhagen, Lennart; Overeem, Sebastiaan; van Elswijk, Gijs; Bloem, Bas; Hagoort, Peter; Toni, Ivan

2014-02-01

Despite the ambiguity inherent in human communication, people are remarkably efficient in establishing mutual understanding. Studying how people communicate in novel settings provides a window into the mechanisms supporting the human competence to rapidly generate and understand novel shared symbols, a fundamental property of human communication. Previous work indicates that the right posterior superior temporal sulcus (pSTS) is involved when people understand the intended meaning of novel communicative actions. Here, we set out to test whether normal functioning of this cerebral structure is required for understanding novel communicative actions using inhibitory low-frequency repetitive transcranial magnetic stimulation (rTMS). A factorial experimental design contrasted two tightly matched stimulation sites (right pSTS vs left MT+, i.e., a contiguous homotopic task-relevant region) and tasks (a communicative task vs a visual tracking task that used the same sequences of stimuli). Overall task performance was not affected by rTMS, whereas changes in task performance over time were disrupted according to TMS site and task combinations. Namely, rTMS over pSTS led to a diminished ability to improve action understanding on the basis of recent communicative history, while rTMS over MT+ perturbed improvement in visual tracking over trials. These findings qualify the contributions of the right pSTS to human communicative abilities, showing that this region might be necessary for incorporating previous knowledge, accumulated during interactions with a communicative partner, to constrain the inferential process that leads to action understanding. Copyright © 2013 Elsevier Ltd. All rights reserved.

External detection and localization of well leaks in aquifer zones

NASA Astrophysics Data System (ADS)

Haas, Allan K.

This dissertation presents a new methodology for monitoring, detecting, and localizing shallow, aquifer zone leaks in oil and gas wells. The rationale for this type of leak detection is to close the knowledge gap associated with public claims of subsurface water resource contamination caused by the oil and gas industry. A knowledge gap exists because there is no data, one way or the other, that can definitively prove or deny the existence of subsurface leakage pathways in oil and gas wells, new, old or abandoned. This dissertation begins with an overview of existing and future oil and gas well leak detection methods, and then presents three published papers, each describing a different phenomena that can be exploited for leak monitoring, detection, localization, and damage extent determination. The first paper describes the direct detection and localization of a leak that was discovered during a laboratory based hydraulic fracturing experiment. The second paper describes the laboratory measured electrical response that occurs during two phase flow inside of porous media. The third paper describes the detection and tracking of a gravity driven salt plume leak in a freshwater test tank in the laboratory. the three geophysical approaches that are presented, when combined together, provide a new, powerful, external to the well method to monitor, detect, localize, and assess the damage from leaks in the drinking water protection zone of oil and gas wells. This is a capability that is not available in any other leak detection and localization method. This dissertation also presents a chapter of Science, Technology and Society (STS), and Science, and Technology Policy (STP) as a final fulfillment requirement of the SmartGeo Fellowship program, and the Science, Technology, Engineering, and Policy minor. This chapter introduces a new STS/STP concept concerning the after effects of knowledge boundary disputes. This new concept is called the residual footprints of knowledge boundary disputes. This new concept is developed through the analysis of an oil and gas drilling controversy that climaxed in Erie, CO in 2012. Additional evidence of this residual footprint concept is also presented in a very brief form. It is hoped that this new concept will be further researched, and adopted by the STS/STP community.

Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

A Theory of the Measurement of Knowledge Content, Access, and Learning.

ERIC Educational Resources Information Center

Pirolli, Peter; Wilson, Mark

1998-01-01

An approach to the measurement of knowledge content, knowledge access, and knowledge learning is developed. First a theoretical view of cognition is described, and then a class of measurement models, based on Rasch modeling, is presented. Knowledge access and content are viewed as determining the observable actions selected by an agent to achieve…

Analysis of the Listeria monocytogenes Population Structure among Isolates from 1931 to 2015 in Australia

PubMed Central

Jennison, Amy V.; Masson, Jesse J.; Fang, Ning-Xia; Graham, Rikki M.; Bradbury, Mark I.; Fegan, Narelle; Gobius, Kari S.; Graham, Trudy M.; Guglielmino, Christine J.; Brown, Janelle L.; Fox, Edward M.

2017-01-01

Listeriosis remains among the most important bacterial illnesses, with a high associated mortality rate. Efforts to control listeriosis require detailed knowledge of the epidemiology of the disease itself, and its etiological bacterium, Listeria monocytogenes. In this study we provide an in-depth analysis of the epidemiology of 224 L. monocytogenes isolates from Australian clinical and non-clinical sources. Non-human sources included meat, dairy, seafood, fruit, and vegetables, along with animal and environmental isolates. Serotyping, Multi-Locus Sequence Typing, and analysis of inlA gene sequence were performed. Serogroups IIA, IIB, and IVB comprised 94% of all isolates, with IVB over-represented among clinical isolates. Serogroup IIA was the most common among dairy and meat isolates. Lineage I isolates were most common among clinical isolates, and 52% of clinical isolates belonged to ST1. Overall 39 STs were identified in this study, with ST1 and ST3 containing the largest numbers of L. monocytogenes isolates. These STs comprised 40% of the total isolates (n = 90), and both harbored isolates from clinical and non-clinical sources. ST204 was the third most common ST. The high prevalence of this group among L. monocytogenes populations has not been reported outside Australia. Twenty-seven percent of the STs in this study contained exclusively clinical isolates. Analysis of the virulence protein InlA among isolates in this study identified a truncated form of the protein among isolates from ST121 and ST325. The ST325 group contained a previously unreported novel mutation leading to production of a 93 amino acid protein. This study provides insights in the population structure of L. monocytogenes isolated in Australia, which will contribute to public health knowledge relating to this important human pathogen. PMID:28428781

Continuous flow electrophoresis system experiments on shuttle flights STS-6 and STS-7

NASA Technical Reports Server (NTRS)

Snyder, Robert S.; Rhodes, Percy H.; Miller, Teresa Y.

1987-01-01

A space continuous flow electrophoresis system (CFES) was developed that would incorporate specific modifications to laboratory instruments to take advantage of weightlessness. The specific objectives were to use a model sample material at a high concentration to evaluate the continuous flow electrophoresis process in the CFES instrument and compare its separation resolution and sample throughput with related devices on Earth and to expand the basic knowledge of the limitations imposed by fluid flows and particle concentration effects on the electrophoresis process by careful design and evaluation of the space experiment. Hemoglobin and polysaccharide were selected as primary samples. The results from space show a large band spread of the high concentration of the single species of hemoglobin that was due to the mismatch of electrical conductivity between the sample and the buffer. On STS-7 the major objective was to evaluate the influence of the electrical properties of the sample constituents on the resolution of the CFES. As expected, the polystyrene latex microspheres dispersed in a solution with 3 times the electrical conductivity of the curtain buffer separated with a larger band spread than in the 2nd experiment.

First Results from the GPS Compact Total Electron Content Sensor (CTECS) on the PSSC2 Nanosat

NASA Astrophysics Data System (ADS)

Bishop, R. L.; Straus, P. R.; Hinkley, D.; Brubaker, T. R.

2011-12-01

The Compact Total Electron Content Sensor (CTECS) is a GPS radio occultation instrument designed for cubesat platforms that utilizes a COTS receiver, modified firmware, and a custom designed antenna. CTECS was placed on the Pico Satellite Solar Cell Testbed 2 (PSSC2) nanosat that was installed on the Space Shuttle Atlantis (STS-135). PSSC2 was successfully released from the shuttle on 20 July 2011. After approximately 2-4 weeks of spacecraft checkout and attitude adjustments, CTECS will be powered on and begin its mission to obtain ionospheric measurements of the total electron content and scintillation. This presentation describes the CTECS instrument, presents ground test data, initial on-orbit data, as well as future flight opportunities.

Looking at practice: revealing the knowledge demands of teaching data handling in the primary classroom

NASA Astrophysics Data System (ADS)

Leavy, Aisling

2015-09-01

In the evolving field of mathematics education, there is the need to maintain the relationship between what is presented in college level preparation courses and the skills required to teach mathematics in classrooms. This research examines the knowledge demands placed on 73 pre-service primary teachers as they use lesson study to plan and teach data handling in primary classrooms. Pre-service teachers are observed as they plan, teach and re-teach data lessons in classrooms. Problems of practice are identified and categorized using the Ball, Thames and Phelps (2008) subdomains of common content knowledge (CCK), specialized content knowledge (SCK), knowledge of content and students (KCS) and knowledge of content and teaching (KCT). The results provide insights into the specific knowledge demands placed on early career teachers when teaching data and statistics and identifies foci area that can be addressed in teacher preparation programs. The results illustrate that development of understandings in one knowledge subdomain can motivate and impact learning in another subdomain. These interrelationships were found to exist both within and between the domains of content and pedagogical content knowledge.

Development of Pre-Service Chemistry Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Boz, Yezdan; Sonmez, Demet Yildiran; Celep, Nilgun Demirci

2018-01-01

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers' Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and…

Self-Directed Learning to Improve Science Content Knowledge for Teachers

ERIC Educational Resources Information Center

van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont, Melissa; Lee, Eun J.

2017-01-01

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are…

A Review of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chai, Ching Sing; Koh, Joyce Hwee Ling; Tsai, Chin-Chung

2013-01-01

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

Using CoRes to Develop the Pedagogical Content Knowledge (PCK) of Early Career Science and Technology Teachers

ERIC Educational Resources Information Center

Williams, John; Lockley, John

2012-01-01

Research has shown that one of the factors that enable effective teachers is their rich "Pedagogical Content Knowledge" (PCK), a special blend of content knowledge and pedagogical knowledge that is built up over time and experience. This form of professional knowledge, first theorized by Shulman (1987), is topic-specific, unique to each…

Developing a Scale to Measure Content Knowledge and Pedagogy Content Knowledge of In-Service Elementary Teachers on Fractions

ERIC Educational Resources Information Center

Kazemi, Farhad; Rafiepour, Abolfazl

2018-01-01

The main purpose of this study was to develop a scale for measuring content knowledge (CK) and pedagogy content knowledge (PCK) of in-service elementary teachers on mathematical fractions. Another aim of this study was to consider whether CK and PCK are separate from each other, or are in a single body. Therefore, a scale containing 22 items about…

Continuous flow electrophoresis system experiments on shuttle flights STS-6 and STS-7

NASA Technical Reports Server (NTRS)

Snyder, Robert S.; Rhodes, Percy H.; Miller, Teresa Y.

1988-01-01

The development of a space continuous flow electrophoresis system (CFES) is discussed. The objectives of the experiment were: (1) to use a model sample material at a high concentration to evaluate the continuous flow electrophoresis process in the McDonnell Douglass CFES instrument and compare its separation resolution and sample throughput with related devices on Earth, and (2) to expand the basic knowledge of the limitations imposed by fluid flows and particle concentration effects on the electrophoresis process by careful design and evaluation of the space experiment. Hemoglobin and polysaccharide were selected as samples of concentration effects. The results from space show a large band spread of the high concentration of the single species of hemoglobin that was principally due to the mismatch of electrical conductivity between the sample and buffer.

STS-58 Landing at Edwards with Drag Chute

NASA Image and Video Library

1993-11-01

A drag chute slows the space shuttle Columbia as it rolls to a perfect landing concluding NASA's longest mission at that time, STS-58, at the Ames-Dryden Flight Research Facility (later redesignated the Dryden Flight Research Center), Edwards, California, with a 8:06 a.m. (PST) touchdown 1 November 1993 on Edward's concrete runway 22. The planned 14 day mission, which began with a launch from Kennedy Space Center, Florida, at 7:53 a.m. (PDT), October 18, was the second spacelab flight dedicated to life sciences research. Seven Columbia crewmembers performed a series of experiments to gain more knowledge on how the human body adapts to the weightless environment of space. Crewmembers on this flight included: John Blaha, commander; Rick Searfoss, pilot; payload commander Rhea Seddon; mission specialists Bill MacArthur, David Wolf, and Shannon Lucid; and payload specialist Martin Fettman.

Prolonged weightlessness and humoral immunity

NASA Technical Reports Server (NTRS)

Voss, E. W., Jr.

1984-01-01

Preflight, inflight, and postflight serum samples obtained from crewmen aboard STS-9 were analyzed for immunoglobulin content. Control studies for circadian rhythm were conducted to further validate the analyses. Quantitation of immunoglobulins G, M, A, D, and E indicated relatively minor fluctuations in the concentration of each class of immunoglobulin during the experiment. Thus, microgravity effects on immunoglobulin levels during a 10-day flight were considered insignificant.

Comparison of soleus muscles from rats exposed to microgravity for 10 versus 14 days

NASA Technical Reports Server (NTRS)

Staron, R. S.; Kraemer, W. J.; Hikida, R. S.; Reed, D. W.; Murray, J. D.; Campos, G. E.; Gordon, S. E.

1998-01-01

The effects of two different duration space-flights on the extent of atrophy, fiber type composition, and myosin heavy chain (MHC) content of rat soleus muscles were compared. Adult male Fisher rats (n=12) were aboard flight STS-57 and exposed to 10 days of microgravity and adult ovariectomized female Spraque-Dawley rats (n=12) were aboard flight STS-62 for 14 days. Soleus muscles were bilaterally removed from the flight and control animals and frozen for subsequent analyses. Muscle wet weights, fiber types (I, IC, IIC, and IIA), cross-sectional area, and MHC content were determined. Although a significant difference was found between the soleus wet weights of the two ground-based control groups, they were similar with regard to MHC content (ca 90% MHCI and ca 10% MHCIIa) and fiber type composition. Unloading of the muscles caused slow-to-fast transformations which included a decrease in the percentage of type I fibers and MHCI, an increase in fibers classified as type IC, and the expression of two fast myosin heavy chains not found in the control rat soleus muscles (MHCIId and MHCIIb). Although the amount of atrophy (ca 26%) and the extent of slow-to-fast transformation (decrease in the percentage of MHCI from 90% to 82.5%) in the soleus muscles were similar between the two spaceflights, the percentages of the fast MHCs differed. After 14 days of spaceflight, the percentage of MHCIIa was significantly lower and the percentages of MHCIId and MHCIIb were significantly higher than the corresponding MHC content of the soleus muscles from the 10-day animals. Indeed, MHCIId became the predominant fast MHC after 14 days in space. These data suggest fast-to-faster transformations continued during the longer spaceflight.

Mentalizing regions represent distributed, continuous, and abstract dimensions of others' beliefs.

PubMed

Koster-Hale, Jorie; Richardson, Hilary; Velez, Natalia; Asaba, Mika; Young, Liane; Saxe, Rebecca

2017-11-01

The human capacity to reason about others' minds includes making causal inferences about intentions, beliefs, values, and goals. Previous fMRI research has suggested that a network of brain regions, including bilateral temporo-parietal junction (TPJ), superior temporal sulcus (STS), and medial prefrontal-cortex (MPFC), are reliably recruited for mental state reasoning. Here, in two fMRI experiments, we investigate the representational content of these regions. Building on existing computational and neural evidence, we hypothesized that social brain regions contain at least two functionally and spatially distinct components: one that represents information related to others' motivations and values, and another that represents information about others' beliefs and knowledge. Using multi-voxel pattern analysis, we find evidence that motivational versus epistemic features are independently represented by theory of mind (ToM) regions: RTPJ contains information about the justification of the belief, bilateral TPJ represents the modality of the source of knowledge, and VMPFC represents the valence of the resulting emotion. These representations are found only in regions implicated in social cognition and predict behavioral responses at the level of single items. We argue that cortical regions implicated in mental state inference contain complementary, but distinct, representations of epistemic and motivational features of others' beliefs, and that, mirroring the processes observed in sensory systems, social stimuli are represented in distinct and distributed formats across the human brain. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

ERIC Educational Resources Information Center

Peters, Erin E.

2012-01-01

Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

Contribution of Content Knowledge and Learning Ability to the Learning of Facts.

ERIC Educational Resources Information Center

Kuhara-Kojima, Keiko; Hatano, Giyoo

1991-01-01

In 3 experiments, 1,598 Japanese college students were examined concerning the learning of facts in 2 content domains, baseball and music. Content knowledge facilitated fact learning only in the relevant domain; learning ability facilitated fact learning in both domains. Effects of content knowledge and learning ability were additive. (SLD)

Chinese Secondary Physical Education Teachers' Depth of Specialized Content Knowledge in Soccer

ERIC Educational Resources Information Center

Ward, Phillip; He, Yaohui; Wang, Xiaozan; Li, Weidong

2018-01-01

Purpose: Accurately measuring the content knowledge of teachers is critical to designing professional development to support their teaching. We examined the depth of specialized content knowledge (SCK), defined in terms of instructional tasks reported by teachers and factors that could affect their SCK. Method: Content maps were used to evaluate…

Secondary Pre-Service Teachers' Content Knowledge for State Assessments: Implications for Mathematics Education Programs

ERIC Educational Resources Information Center

Wilburne, Jane M.; Long, Michael

2010-01-01

Seventy secondary mathematics pre-service teachers from two universities were assessed on their content knowledge, vocabulary knowledge, and their perceived confidence in teaching the content addressed on the eleventh grade state assessment. The results indicate the pre-service teachers had significant content weakness in data analysis, algebra,…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Examination of Lower Secondary Mathematics Teachers' Content Knowledge and Its Connection to Students' Performance

ERIC Educational Resources Information Center

Tchoshanov, Mourat; Cruz, Maria D.; Huereca, Karla; Shakirova, Kadriya; Shakirova, Liliana; Ibragimova, Elena N.

2017-01-01

This mixed methods study examined an association between cognitive types of teachers' mathematical content knowledge and students' performance in lower secondary schools (grades 5 through 9). Teachers (N = 90) completed the Teacher Content Knowledge Survey (TCKS), which consisted of items measuring different cognitive types of teacher knowledge.…

Geochemistry and volatile content of magmas feeding explosive eruptions at Telica volcano (Nicaragua)

NASA Astrophysics Data System (ADS)

Robidoux, P.; Rotolo, S. G.; Aiuppa, A.; Lanzo, G.; Hauri, E. H.

2017-07-01

Telica volcano, in north-west Nicaragua, is a young stratovolcano of intermediate magma composition producing frequent Vulcanian to phreatic explosive eruptions. The Telica stratigraphic record also includes examples of (pre)historic sub-Plinian activity. To refine our knowledge of this very active volcano, we analyzed major element composition and volatile content of melt inclusions from some stratigraphically significant Telica tephra deposits. These include: (1) the Scoria Telica Superior (STS) deposit (2000 to 200 years Before Present; Volcanic Explosive Index, VEI, of 2-3) and (2) pyroclasts from the post-1970s eruptive cycle (1982; 2011). Based on measurements with nanoscale secondary ion mass spectrometry, olivine-hosted (forsterite [Fo] > 80) glass inclusions fall into 2 distinct clusters: a group of H2O-rich (1.8-5.2 wt%) inclusions, similar to those of nearby Cerro Negro volcano, and a second group of CO2-rich (360-1700 μg/g CO2) inclusions (Nejapa, Granada). Model calculations show that CO2 dominates the equilibrium magmatic vapor phase in the majority of the primitive inclusions (XCO2 > 0.62-0.95). CO2, sulfur (generally < 2000 μg/g) and H2O are lost to the vapor phase during deep decompression (P > 400 MPa) and early crystallization of magmas. Chlorine exhibits a wide concentration range (400-2300 μg/g) in primitive olivine-entrapped melts (likely suggesting variable source heterogeneity) and is typically enriched in the most differentiated melts (1000-3000 μg/g). Primitive, volatile-rich olivine-hosted melt inclusions (entrapment pressures, 5-15 km depth) are exclusively found in the largest-scale Telica eruptions (exemplified by STS in our study). These eruptions are thus tentatively explained as due to injection of deep CO2-rich mafic magma into the shallow crustal plumbing system. More recent (post-1970), milder (VEI 1-2) eruptions, instead, do only exhibit evidence for low-pressure (P < 50-60 MPa), volatile-poor (H2O < 0.3-1.7 wt%; CO2 < 23-308 μg/g) magmatic conditions. These are manifested as andesitic magmas, recording multiple magma mixing events, in pyroxene inclusions. We propose that post-1970s eruptions are possibly related to the high viscosity of resident magma in shallow plumbing system (< 2.4 km), due to crystallization and degassing.

The Analysis of Sustainable Development Content in the Syllabus of Environmental Knowledge and Plants Ecology Lecture

NASA Astrophysics Data System (ADS)

Putra, A.; Rahmat, A.; Redjeki, S.

2017-09-01

This research aims to find out how much the content of sustainable development exist in the content of environmental knowledge and plant ecology courses. The focus indicators of sustainable development indicators is the environment. This research is a qualitative research type with qualitative descriptive approach. The analyzed variables are only 2 courses, which are environmental knowledge and plants ecology. The results showed that the syllabus contents analysis of environmental knowledge and plants ecology courses in private Lembaga Pendidikan Tenaga Kependidikan (LPTK) in the province of Nusa Tenggara Barat is already good enough and the sustainable development contents is very large, almost all syllabus contents has already prioritize the sustainable development load of both the subject of environmental knowledge and plants ecology, although there are still some syllabus contents that was not includes sustainable development load, but the percentage is quite small, especially in the course of Plant Ecology.

Comparison of body segmental kinematic characteristics between children with cerebral palsy performing sit-to-stand with and without a walker.

PubMed

Thanapan, Puthamaluk; Prasertsukdee, Saipin; Vachalathiti, Roongtiwa

2013-03-01

The study investigated how the subjects, 18 children with spastic diplegia aged 7-14 years, attained sit-to-stand (STS). The children were divided into two groups and three STS conditions: 1) those who could attain STS independently (I-STS), 2) those who could not attain STS independently (D-STS), and 3) subjects from the D-STS condition who could successfully attain STS with the walker (W-STS). The results showed that I-STS had more mean maximum horizontal location of the upper body and knee than the hip. All body segments of D-STS followed the same model as the I-STS condition, but they moved with less magnitude than I-STS. W-STS presented both pattern and magnitudes relatively similar to I-STS. Furthermore, I-STS showed the highest mean maximum horizontal and vertical velocities of body segments, when compared with the other STS conditions. W-STS performed the mean maximum horizontal and vertical linear velocities of all selected segments close to D-STS did.

Can Cases Carry Pedagogical Content Knowledge? Yes, But We've Got Signs of a "Matthew Effect."

ERIC Educational Resources Information Center

Kleinfeld, Judith

Teacher educators have come to appreciate that the teaching of difficult subjects combines knowledge of content and knowledge of generic teaching methods. A study was conducted, therefore, to explore the potential of cases to carry pedagogical content knowledge. A case was developed describing how an expert teacher goes about teaching…

Auditory and visual modulation of temporal lobe neurons in voice-sensitive and association cortices.

PubMed

Perrodin, Catherine; Kayser, Christoph; Logothetis, Nikos K; Petkov, Christopher I

2014-02-12

Effective interactions between conspecific individuals can depend upon the receiver forming a coherent multisensory representation of communication signals, such as merging voice and face content. Neuroimaging studies have identified face- or voice-sensitive areas (Belin et al., 2000; Petkov et al., 2008; Tsao et al., 2008), some of which have been proposed as candidate regions for face and voice integration (von Kriegstein et al., 2005). However, it was unclear how multisensory influences occur at the neuronal level within voice- or face-sensitive regions, especially compared with classically defined multisensory regions in temporal association cortex (Stein and Stanford, 2008). Here, we characterize auditory (voice) and visual (face) influences on neuronal responses in a right-hemisphere voice-sensitive region in the anterior supratemporal plane (STP) of Rhesus macaques. These results were compared with those in the neighboring superior temporal sulcus (STS). Within the STP, our results show auditory sensitivity to several vocal features, which was not evident in STS units. We also newly identify a functionally distinct neuronal subpopulation in the STP that appears to carry the area's sensitivity to voice identity related features. Audiovisual interactions were prominent in both the STP and STS. However, visual influences modulated the responses of STS neurons with greater specificity and were more often associated with congruent voice-face stimulus pairings than STP neurons. Together, the results reveal the neuronal processes subserving voice-sensitive fMRI activity patterns in primates, generate hypotheses for testing in the visual modality, and clarify the position of voice-sensitive areas within the unisensory and multisensory processing hierarchies.

Auditory and Visual Modulation of Temporal Lobe Neurons in Voice-Sensitive and Association Cortices

PubMed Central

Perrodin, Catherine; Kayser, Christoph; Logothetis, Nikos K.

2014-01-01

Effective interactions between conspecific individuals can depend upon the receiver forming a coherent multisensory representation of communication signals, such as merging voice and face content. Neuroimaging studies have identified face- or voice-sensitive areas (Belin et al., 2000; Petkov et al., 2008; Tsao et al., 2008), some of which have been proposed as candidate regions for face and voice integration (von Kriegstein et al., 2005). However, it was unclear how multisensory influences occur at the neuronal level within voice- or face-sensitive regions, especially compared with classically defined multisensory regions in temporal association cortex (Stein and Stanford, 2008). Here, we characterize auditory (voice) and visual (face) influences on neuronal responses in a right-hemisphere voice-sensitive region in the anterior supratemporal plane (STP) of Rhesus macaques. These results were compared with those in the neighboring superior temporal sulcus (STS). Within the STP, our results show auditory sensitivity to several vocal features, which was not evident in STS units. We also newly identify a functionally distinct neuronal subpopulation in the STP that appears to carry the area's sensitivity to voice identity related features. Audiovisual interactions were prominent in both the STP and STS. However, visual influences modulated the responses of STS neurons with greater specificity and were more often associated with congruent voice-face stimulus pairings than STP neurons. Together, the results reveal the neuronal processes subserving voice-sensitive fMRI activity patterns in primates, generate hypotheses for testing in the visual modality, and clarify the position of voice-sensitive areas within the unisensory and multisensory processing hierarchies. PMID:24523543

Columbia Accident Investigation Board Report. Volume Two

NASA Technical Reports Server (NTRS)

Barry, J. R.; Jenkins, D. R.; White, D. J.; Goodman, P. A.; Reingold, L. A.

2003-01-01

Volume II of the Report contains appendices that were cited in Volume I. The Columbia Accident Investigation Board produced many of these appendices as working papers during the investigation into the February 1, 2003 destruction of the Space Shuttle Columbia. Other appendices were produced by other organizations (mainly NASA) in support of the Board investigation. In the case of documents that have been published by others, they are included here in the interest of establishing a complete record, but often at less than full page size. Contents include: CAIB Technical Documents Cited in the Report: Reader's Guide to Volume II; Appendix D. a Supplement to the Report; Appendix D.b Corrections to Volume I of the Report; Appendix D.1 STS-107 Training Investigation; Appendix D.2 Payload Operations Checklist 3; Appendix D.3 Fault Tree Closure Summary; Appendix D.4 Fault Tree Elements - Not Closed; Appendix D.5 Space Weather Conditions; Appendix D.6 Payload and Payload Integration; Appendix D.7 Working Scenario; Appendix D.8 Debris Transport Analysis; Appendix D.9 Data Review and Timeline Reconstruction Report; Appendix D.10 Debris Recovery; Appendix D.11 STS-107 Columbia Reconstruction Report; Appendix D.12 Impact Modeling; Appendix D.13 STS-107 In-Flight Options Assessment; Appendix D.14 Orbiter Major Modification (OMM) Review; Appendix D.15 Maintenance, Material, and Management Inputs; Appendix D.16 Public Safety Analysis; Appendix D.17 MER Manager's Tiger Team Checklist; Appendix D.18 Past Reports Review; Appendix D.19 Qualification and Interpretation of Sensor Data from STS-107; Appendix D.20 Bolt Catcher Debris Analysis.

Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition: a longitudinal perspective.

PubMed

Kahn-Horwitz, Janina

2016-04-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent to which these teachers retained orthographic-related content knowledge four months after participating in a semester course on the topic. In addition, the study examined the relationship between participants' acquired orthographic-related content knowledge and EFL spelling. Both groups of teachers that studied in the course improved on overall orthographic-related content knowledge, both immediately following the course and longitudinally. Preservice and inservice participants showed similar levels of orthographic knowledge prior to course participation and both showed significant improvements compared to controls following course participation. Participants also retained knowledge four months after course completion. Overall, the inservice teachers scored higher on orthographic-related knowledge, possibly as a result of the immediate application of their newly acquired knowledge. An unexpected finding was a lack of interaction between acquired orthographic-related content knowledge and pseudo word spelling scores. Possible methodological limitations, such as number of participants as well as the length and scope of the course, may explain this outcome. This paper also discusses practical implications of this study for EFL decoding and spelling instruction.

Radionuclide transport in the "sediments - water - plants" system of the water bodies at the Semipalatinsk test site.

PubMed

Aidarkhanova, A K; Lukashenko, S N; Larionova, N V; Polevik, V V

2018-04-01

This paper provides research data on levels and character of radionuclide contamination distribution in the «sediments- water - plants » system of objects of the Semipalatinsk test site (STS). As the research objects there were chosen water bodies of man-made origin which located at the territory of "Experimental Field", "Balapan", "Telkem" and "Sary-Uzen" testing sites. For research the sampling of bottom sediments, water, lakeside and water plants was taken. Collected samples were used to determine concentration of anthropogenic radionuclides 90 Sr, 239+240 Pu, 241 Am, 137 Cs. The distribution coefficient (K d ) was calculated as the ratio of the content of radionuclides in the sediments to the content in water, and the concentration ratio (F V ) was calculated as the ratio of radionuclide content in plants to the content in sediments or soil. Copyright © 2018 Elsevier Ltd. All rights reserved.

Characterization of Volume F Trash from the Three FY11 STS Missions: Trash Weights and Categorization and Microbial Characterization

NASA Technical Reports Server (NTRS)

Strayer, Richard F.; Hummerick, Mary E.; Richards, Jeffrey T.; McCoy, LaShelle E.; Roberts, Michael S.; Wheller, Raymond M.

2011-01-01

The project reported here provides microbial characterization support to the Waste Management Systems (WMS) element of NASA's Life Support and Habitation Systems (LSHS) program. Conventional microbiological methods were used to detect and enumerate microorganisms in STS Volume F Compartment trash for three shuttle missions: STS 133, 134, and 135. This trash was usually made available within 2 days of landing at KSC. The Volume F bag was weighed, opened and the contents were cataloged and placed into categories: personal hygiene items - inclUding EVA maximum absorbent garments (MAGs) and Elbow packs (daily toilet wipes, etc), drink containers, food waste (and containers), office waste (paper), and packaging materials - plastic film and duct tape. The average wet trash generation rate for the three STS missions was 0.362 % 0.157 kgwet crew 1 d-1 . This was considerably lower and more variable than the average rate for 4 STS missions reported for FY10. Trash subtotals by category: personal hygiene wastes, 56%; drink items, 11 %; food wastes, 18%; office waste, 3%; and plastic film, 12%. These wastes have an abundance of easily biodegraded compounds that can support the growth of microorganisms. Microbial characterization of trash showed that large numbers of bacteria and fungi have taken advantage of this readily available nutrient source to proliferate. Exterior and interior surfaces of plastic film bags containing trash were sampled and counts of cultivatable microbes were generally low and mostly occurred on trash bundles within the exterior trash bags. Personal hygiene wastes, drink containers, and food wastes and packaging all contained high levels of, mostly, aerobic heterotrophic bacteria and lower levels of yeasts and molds. Isolates from plate count media were obtained and identified .and were mostly aerobic heterotrophs with some facultative anaerobes. These are usually considered common environmental isolates on Earth. However, several pathogens were also isolated: Staphylococcus aureus and Escherichia coli.

Broadening ethics teaching in engineering: beyond the individualistic approach.

PubMed

Conlon, Eddie; Zandvoort, Henk

2011-06-01

There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility.

Current status of cardiovascular surgery in Japan, 2013 and 2014: A report based on the Japan Cardiovascular Surgery Database (JCVSD). 1: Mission and history of JCVSD.

PubMed

Takamoto, Shinichi; Motomura, Noboru; Miyata, Hiroaki; Tsukihara, Hiroyuki

2018-01-01

The Japan Cardiovascular Surgery Database (JCVSD) was created in 2000 with the support of the Society of Thoracic Surgeons (STS). The STS database content was translated to Japanese using the same disease criteria and in 2001, data entry for adult cardiac surgeries was initiated online using the University Hospital Medical Information Network (UMIN). In 2008, data entry for congenital heart surgeries was initiated in the congenital section of JCVSD and preoperative expected mortality (JapanSCORE) in adult cardiovascular surgeries was first calculated using the risk model of JCVSD. The Japan Surgical Board system merged with JCVSD in 2011, and all cardiovascular surgical data were registered in the JCVSD from 2012 onward. The reports resulting from the data analyses of the JCVSD will encourage further improvements in the quality of cardiovascular surgeries, patient safety, and medical care in Japan.

Microbiological analysis of debris from Space Transportation System (STS)-55 Spacelab D-2

NASA Technical Reports Server (NTRS)

Huff, T. L.

1994-01-01

Filter debris from the Spacelab module D-2 of STS-55 was analyzed for microbial contamination. Debris from cabin and avionics filters was collected by Kennedy Space Center personnel on May 8, 1993, 2 days postflight. Debris weights were similar to those of previous Spacelab missions. Approximately 5.1E+5 colony forming units per gram of debris were enumerated from the cabin and avionics filter debris, respectively. these numbers were similar in previous missions for which the entire contents were analyzed without sorting of the material. Bacterial diversity was small compared to previous missions, with no gram negative bacteria isolated. Only one bacterial species, Corynebacterium pseudodiphtheriticum, was not isolated previously by the laboratory from Spacelab debris. This organism is a normal inhabitant of the pharynx. A table listing all species of bacteria isolated by the laboratory from previous Spacelab air filters debris collection is provided.

Oceanographic Analysis of Sun Glint Images Taken on Space Shuttle Mission STS 41-G.

DTIC Science & Technology

1986-03-01

10. SOURCE OF FUNDING NUMBERS PROGRAM PROJECT TASK WORK UNIT ELEMENT NO. NO. NO. ACCESSION NO. ?I TITLE (Include Security Ciassification) OCEANOGRAPHIC...CONTENTS le INTRJODUCTION --- ---. m.--- --..-- --.-- -- -- -- --- -- ---.-. II. WESTERN MEDITERRANEAN OCEANOGRAPHIC OVERVIEV - --------------- 10. A...By computing the arc tangent of 128 n.m./125 n.m. a tilt angle of 45.7’ was approximated for the camera lens. Two simplifications were made. Earth

Cosmonaut Usachev on the orbiter middeck

NASA Image and Video Library

2001-03-09

STS102-E-5039 (9 March 2001) --- Cosmonaut Yury V. Usachev, representing Rosaviakosmos, handles a locker's content on the mid deck of the Space Shuttle Discovery only hours away from assuming his role as a full fledged International Space Station crew member. Usachev, Expedition Two commander, and two astronauts are scheduled to trade places with two cosmonauts and an astronaut who have been onboard the orbiting outpost since early November 2000.

Beginning History Teachers' Enactment of Pedagogical Content Knowledge through Content Decision-Making

ERIC Educational Resources Information Center

Ellsworth, Tina M.

2017-01-01

Pedagogical Content Knowledge exists in some capacity in every teacher. It is more well-developed as the wisdom in practice informs it. In their capacity as curriculum gatekeepers, teachers enact their PCK as they decide which content to teach. But what knowledge is of most worth? How do teachers employ the structures unique to their disciplines…

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets: Moving PCK to TPACK through Online Professional Development

ERIC Educational Resources Information Center

Niess, Margaret L.; van Zee, Emily H.; Gillow-Wiles, Henry

2011-01-01

Inservice teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21st century. This interpretive study examined inservice K-8 teachers' growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online…

Weather forecasting expert system study

NASA Technical Reports Server (NTRS)

1985-01-01

Weather forecasting is critical to both the Space Transportation System (STS) ground operations and the launch/landing activities at NASA Kennedy Space Center (KSC). The current launch frequency places significant demands on the USAF weather forecasters at the Cape Canaveral Forecasting Facility (CCFF), who currently provide the weather forecasting for all STS operations. As launch frequency increases, KSC's weather forecasting problems will be great magnified. The single most important problem is the shortage of highly skilled forecasting personnel. The development of forecasting expertise is difficult and requires several years of experience. Frequent personnel changes within the forecasting staff jeopardize the accumulation and retention of experience-based weather forecasting expertise. The primary purpose of this project was to assess the feasibility of using Artificial Intelligence (AI) techniques to ameliorate this shortage of experts by capturing aria incorporating the forecasting knowledge of current expert forecasters into a Weather Forecasting Expert System (WFES) which would then be made available to less experienced duty forecasters.

Space Shuttle Projects

NASA Image and Video Library

1997-01-14

The crew patch for NASA's STS-83 mission depicts the Space Shuttle Columbia launching into space for the first Microgravity Sciences Laboratory 1 (MSL-1) mission. MSL-1 investigated materials science, fluid dynamics, biotechnology, and combustion science in the microgravity environment of space, experiments that were conducted in the Spacelab Module in the Space Shuttle Columbia's cargo bay. The center circle symbolizes a free liquid under microgravity conditions representing various fluid and materials science experiments. Symbolic of the combustion experiments is the surrounding starburst of a blue flame burning in space. The 3-lobed shape of the outermost starburst ring traces the dot pattern of a transmission Laue photograph typical of biotechnology experiments. The numerical designation for the mission is shown at bottom center. As a forerunner to missions involving International Space Station (ISS), STS-83 represented the hope that scientific results and knowledge gained during the flight will be applied to solving problems on Earth for the benefit and advancement of humankind.

Educational Background, Teaching Experience and Teachers' Views on the Inclusion of Nature of Science in the Science Curriculum

NASA Astrophysics Data System (ADS)

Martín-Díaz, M. J.

2006-08-01

The aim of this research is to ascertain teachers’ opinions on what elements of nature of science (NOS) and science technology society relationships (STS) should be taught in school science. To this end an adapted version of the questionnaire developed by Osborne et al. is used. Our results show that experts consulted by Osborne et al. and Spanish teachers confer similar importance on the provisional, experimental, and predictive nature of scientific knowledge based on some of the procedures used such as the drawing up of hypotheses and the analysis and interpretation of data. We also look into the relationship between the teachers’ views and their educational background.1 Results suggest that philosophy teachers are more concerned with the inclusion of NOS and STS topics in science curricula than science teachers, although further studies will be necessary. Some suggestions concerning the university training of science teachers are also discussed.

Content Validity and Psychometric Characteristics of the "Knowledge about Older Patients Quiz" for Nurses Using Item Response Theory.

PubMed

Dikken, Jeroen; Hoogerduijn, Jita G; Kruitwagen, Cas; Schuurmans, Marieke J

2016-11-01

To assess the content validity and psychometric characteristics of the Knowledge about Older Patients Quiz (KOP-Q), which measures nurses' knowledge regarding older hospitalized adults and their certainty regarding this knowledge. Cross-sectional. Content validity: general hospitals. Psychometric characteristics: nursing school and general hospitals in the Netherlands. Content validity: 12 nurse specialists in geriatrics. Psychometric characteristics: 107 first-year and 78 final-year bachelor of nursing students, 148 registered nurses, and 20 nurse specialists in geriatrics. Content validity: The nurse specialists rated each item of the initial KOP-Q (52 items) on relevance. Ratings were used to calculate Item-Content Validity Index and average Scale-Content Validity Index (S-CVI/ave) scores. Items with insufficient content validity were removed. Psychometric characteristics: Ratings of students, nurses, and nurse specialists were used to test for different item functioning (DIF) and unidimensionality before item characteristics (discrimination and difficulty) were examined using Item Response Theory. Finally, norm references were calculated and nomological validity was assessed. Content validity: Forty-three items remained after assessing content validity (S-CVI/ave = 0.90). Psychometric characteristics: Of the 43 items, two demonstrating ceiling effects and 11 distorting ability estimates (DIF) were subsequently excluded. Item characteristics were assessed for the remaining 30 items, all of which demonstrated good discrimination and difficulty parameters. Knowledge was positively correlated with certainty about this knowledge. The final 30-item KOP-Q is a valid, psychometrically sound, comprehensive instrument that can be used to assess the knowledge of nursing students, hospital nurses, and nurse specialists in geriatrics regarding older hospitalized adults. It can identify knowledge and certainty deficits for research purposes or serve as a tool in educational or quality improvement programs. © 2016, Copyright the Authors Journal compilation © 2016, The American Geriatrics Society.

Event-related potentials in response to violations of content and temporal event knowledge.

PubMed

Drummer, Janna; van der Meer, Elke; Schaadt, Gesa

2016-01-08

Scripts that store knowledge of everyday events are fundamentally important for managing daily routines. Content event knowledge (i.e., knowledge about which events belong to a script) and temporal event knowledge (i.e., knowledge about the chronological order of events in a script) constitute qualitatively different forms of knowledge. However, there is limited information about each distinct process and the time course involved in accessing content and temporal event knowledge. Therefore, we analyzed event-related potentials (ERPs) in response to either correctly presented event sequences or event sequences that contained a content or temporal error. We found an N400, which was followed by a posteriorly distributed P600 in response to content errors in event sequences. By contrast, we did not find an N400 but an anteriorly distributed P600 in response to temporal errors in event sequences. Thus, the N400 seems to be elicited as a response to a general mismatch between an event and the established event model. We assume that the expectancy violation of content event knowledge, as indicated by the N400, induces the collapse of the established event model, a process indicated by the posterior P600. The expectancy violation of temporal event knowledge is assumed to induce an attempt to reorganize the event model in working memory, a process indicated by the frontal P600. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Threshold Model of Content Knowledge Transfer for Socioscientific Argumentation

ERIC Educational Resources Information Center

Sadler, Troy D.; Fowler, Samantha R.

2006-01-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct…

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

ERIC Educational Resources Information Center

Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz; Aydin, Mustafa

2013-01-01

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

Adapting Technological Pedagogical Content Knowledge Framework to Teach Mathematics

ERIC Educational Resources Information Center

Getenet, Seyum Tekeher

2017-01-01

The technological pedagogical content knowledge framework is increasingly in use by educational technology researcher as a generic description of the knowledge requirements for teachers using technology in all subjects. This study describes the development of a mathematics specific variety of the technological pedagogical content knowledge…

Teacher Subject Matter Knowledge of Number Sense

ERIC Educational Resources Information Center

Briand-Newman, Hannah; Wong, Monica; Evans, David

2012-01-01

Pedagogical content knowledge has been widely acknowledged by researchers and practitioners as a significant factor for improving student knowledge, understanding and achievement. Recently, the knowledge teachers need for teaching has expanded to include teacher horizon content knowledge, "an awareness of how mathematical topics are related…

The Interaction of Knowledge and Text Structure on the Ability to Identify Main Ideas in Texts. Content Knowledge and Reading Comprehension.

ERIC Educational Resources Information Center

Day, Jeanne D.; Engelhardt, Jean

Two studies examined how the factors of content-relevant knowledge and text organization influence students' abilities to study and to remember text information. The first experiment examined the effect of prior content knowledge on students' ability to identify important information in the text. Forty 7th- and forty 11th-grade students, experts…

Effectiveness of a Curricular and Professional Development Intervention at Improving Elementary Teachers' Science Content Knowledge and Student Achievement Outcomes: Year 1 Results

ERIC Educational Resources Information Center

Diamond, Brandon S.; Maerten-Rivera, Jaime; Rohrer, Rose Elizabeth; Lee, Okhee

2014-01-01

Teacher knowledge of science content is an important but under-studied construct. A curricular and professional development intervention consisting of a fifth grade science curriculum, teacher workshops, and school site support was studied to determine its effect on teachers' science content knowledge as measured by a science knowledge test,…

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

ERIC Educational Resources Information Center

Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias

2015-01-01

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Preservice Agricultural Education Teachers' Experiences in and Anticipation of Content Knowledge Preparation

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2015-01-01

This study explored the experiences of preservice agriculture teachers in content knowledge preparation for pedagogical content knowledge (PCK) development. The researchers employed a phenomenological approach in which six preservice teachers were interviewed the semester prior to student teaching. The researchers found there was general…

Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

ERIC Educational Resources Information Center

Rice, Amber H.; Kitchel, Tracy

2016-01-01

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

Pre-Service Teachers' Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra

ERIC Educational Resources Information Center

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin

2015-01-01

The purpose of this study was to investigate elementary pre-service teachers' content knowledge in algebra (Linear Equation, Quadratic Equation, Functions, System Equations and Polynomials) as well as their technological pedagogical content knowledge (TPACK) in teaching algebra. Participants were 79 undergraduate pre-service teachers who were…

Determination of Technopedagogical Content Knowledge Competencies of Preservice Physical Education Teachers: A Turkish Sample

ERIC Educational Resources Information Center

Arslan, Yunus

2015-01-01

This study examined preservice physical education teachers' (PPETs') technopedagogical content knowledge (TPCK) competencies. The participants were 1028 PPETs from 26 major universities representing all seven geographical regions of Turkey. The Technological Pedagogical Content Knowledge Deep-Scale developed by Kabakci Yurdakul et al. (2012) was…

Preservice Elementary Teachers' Mathematics Content Knowledge and Teacher Efficacy

ERIC Educational Resources Information Center

Newton, Kristie Jones; Leonard, Jacqueline; Evans, Brian R.; Eastburn, Julie A.

2012-01-01

The purpose of this study was to examine the relationship between mathematics content knowledge and teacher efficacy during an elementary mathematics methods course. A positive moderate relationship between content knowledge and personal teaching efficacy was found, and this relationship was stable during the course. No relationship was found…

Technological Pedagogical Content Knowledge -- A Review of the Literature

ERIC Educational Resources Information Center

Voogt, J.; Fisser, P.; Roblin, N. Pareja; Tondeur, J.; van Braak, J.

2013-01-01

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of…

Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept

ERIC Educational Resources Information Center

Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens

2016-01-01

We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…

Developing Domain Ontologies for Course Content

ERIC Educational Resources Information Center

Boyce, Sinead; Pahl, Claus

2007-01-01

Ontologies have the potential to play an important role in instructional design and the development of course content. They can be used to represent knowledge about content, supporting instructors in creating content or learners in accessing content in a knowledge-guided way. While ontologies exist for many subject domains, their quality and…

Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

NASA Astrophysics Data System (ADS)

Manno, Christopher M.

This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence to teacher leader work helps to refine our conception of teacher leadership. A task-focused model of content expert teacher leadership is presented, and provides guidance for recruitment, selection, and development of future teacher leaders. Content expertise is presented as a form of human capital that promotes task-focused distributed leadership. Practical recommendations for future teacher leadership initiatives and suggestions for future research are presented.

Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

ERIC Educational Resources Information Center

Park, Soonhye; Chen, Ying-Chih

2012-01-01

This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning.…

Using Doubly Latent Multilevel Analysis to Elucidate Relationships between Science Teachers' Professional Knowledge and Students' Performance

ERIC Educational Resources Information Center

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive…

European Teachers' Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

ERIC Educational Resources Information Center

Baris, Mehmet Fatih

2015-01-01

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their…

On the Content-Dependence of Prospective Teachers' Knowledge: A Case of Exemplifying Definitions

ERIC Educational Resources Information Center

Leikin, Roza; Zazkis, Rina

2010-01-01

In this article, we demonstrate that prospective teachers' content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers' knowledge. We asked prospective secondary mathematics teachers to provide…

Developing a Questionnaire to Assess the Probability Content Knowledge of Prospective Primary School Teachers

ERIC Educational Resources Information Center

Gómez-Torres, Emilse; Batanero, Carmen; Díaz, Carmen; Contreras, José Miguel

2016-01-01

In this paper we describe the development of a questionnaire designed to assess the probability content knowledge of prospective primary school teachers. Three components of mathematical knowledge for teaching and three different meanings of probability (classical, frequentist and subjective) are considered. The questionnaire content is based on…

Correlation between Teacher's PCK (Pedagogical Content Knowledge) and Student's Motivation in Primary School

ERIC Educational Resources Information Center

Maryani, Ika; Martaningsih, Sri Tutur

2015-01-01

Various learning problems occur due to the teachers' inability in managing the learning process. Teacher's learning skill is influenced by their understanding in the curriculum components which are including pedagogical knowledge and content knowledge. The aims of this research were to determine: 1) the condition of Pedagogical Content Knowledge…

The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge

ERIC Educational Resources Information Center

Siegfried, John Zig Michael

2012-01-01

Teachers' mathematical content knowledge is one of the most important constructs considered by researchers studying elementary mathematics education (Fennema & Franke, 1992). One component of mathematical content knowledge that is complicated, ill-defined, and oft-ignored is "productive disposition," defined as the…

Improving Instructional Leadership through the Development of Leadership Content Knowledge: The Case of Principal Learning in Algebra

ERIC Educational Resources Information Center

Steele, Michael D.; Johnson, Kate R.; Otten, Samuel; Herbel-Eisenmann, Beth A.; Carver, Cynthia L.

2015-01-01

Instructional leadership is integral to improving mathematics teaching in secondary schools. However, administrators often lack sufficient content knowledge in mathematics to be effective in this role. This study examined the impact of professional development focused on developing leadership content knowledge in algebra. Data included written…

Minim typing--a rapid and low cost MLST based typing tool for Klebsiella pneumoniae.

PubMed

Andersson, Patiyan; Tong, Steven Y C; Bell, Jan M; Turnidge, John D; Giffard, Philip M

2012-01-01

Here we report a single nucleotide polymorphism (SNP) based genotyping method for Klebsiella pneumoniae utilising high-resolution melting (HRM) analysis of fragments within the multilocus sequence typing (MLST) loci. The approach is termed mini-MLST or Minim typing and it has previously been applied to Streptococcus pyogenes, Staphylococcus aureus and Enterococcus faecium. Six SNPs were derived from concatenated MLST sequences on the basis of maximisation of the Simpsons Index of Diversity (D). DNA fragments incorporating these SNPs and predicted to be suitable for HRM analysis were designed. Using the assumption that HRM alleles are defined by G+C content, Minim typing using six fragments was predicted to provide a D = 0.979 against known STs. The method was tested against 202 K. pneumoniae using a blinded approach in which the MLST analyses were performed after the HRM analyses. The HRM-based alleles were indeed in accordance with G+C content, and the Minim typing identified known STs and flagged new STs. The tonB MLST locus was determined to be very diverse, and the two Minim fragments located herein contribute greatly to the resolving power. However these fragments are refractory to amplification in a minority of isolates. Therefore, we assessed the performance of two additional formats: one using only the four fragments located outside the tonB gene (D = 0.929), and the other using HRM data from these four fragments in conjunction with sequencing of the tonB MLST fragment (D = 0.995). The HRM assays were developed on the Rotorgene 6000, and the method was shown to also be robust on the LightCycler 480, allowing a 384-well high through-put format. The assay provides rapid, robust and low-cost typing with fully portable results that can directly be related to current MLST data. Minim typing in combination with molecular screening for antibiotic resistance markers can be a powerful surveillance tool kit.

Minim Typing – A Rapid and Low Cost MLST Based Typing Tool for Klebsiella pneumoniae

PubMed Central

Andersson, Patiyan; Tong, Steven Y. C.; Bell, Jan M.; Turnidge, John D.; Giffard, Philip M.

2012-01-01

Here we report a single nucleotide polymorphism (SNP) based genotyping method for Klebsiella pneumoniae utilising high-resolution melting (HRM) analysis of fragments within the multilocus sequence typing (MLST) loci. The approach is termed mini-MLST or Minim typing and it has previously been applied to Streptococcus pyogenes, Staphylococcus aureus and Enterococcus faecium. Six SNPs were derived from concatenated MLST sequences on the basis of maximisation of the Simpsons Index of Diversity (D). DNA fragments incorporating these SNPs and predicted to be suitable for HRM analysis were designed. Using the assumption that HRM alleles are defined by G+C content, Minim typing using six fragments was predicted to provide a D = 0.979 against known STs. The method was tested against 202 K. pneumoniae using a blinded approach in which the MLST analyses were performed after the HRM analyses. The HRM-based alleles were indeed in accordance with G+C content, and the Minim typing identified known STs and flagged new STs. The tonB MLST locus was determined to be very diverse, and the two Minim fragments located herein contribute greatly to the resolving power. However these fragments are refractory to amplification in a minority of isolates. Therefore, we assessed the performance of two additional formats: one using only the four fragments located outside the tonB gene (D = 0.929), and the other using HRM data from these four fragments in conjunction with sequencing of the tonB MLST fragment (D = 0.995). The HRM assays were developed on the Rotorgene 6000, and the method was shown to also be robust on the LightCycler 480, allowing a 384-well high through-put format. The assay provides rapid, robust and low-cost typing with fully portable results that can directly be related to current MLST data. Minim typing in combination with molecular screening for antibiotic resistance markers can be a powerful surveillance tool kit. PMID:22428067

Development and Nature of Preservice Chemistry Teachers' Pedagogical Content Knowledge for Nature of Science

ERIC Educational Resources Information Center

Demirdögen, Betül; Hanuscin, Deborah L.; Uzuntiryaki-Kondakci, Esen; Köseoglu, Fitnat

2016-01-01

The purpose of this case study is to delve into the complexities of the early development of preservice chemistry teachers' science teaching orientations, knowledge of learners, knowledge of instructional strategies, and knowledge of assessment during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for…

Pedagogical Content Knowledge and Preparation of High School Physics Teachers

ERIC Educational Resources Information Center

Etkina, Eugenia

2010-01-01

This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics (pedagogical content knowledge--PCK). The program has been in place…

Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

ERIC Educational Resources Information Center

König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

2016-01-01

Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

ERIC Educational Resources Information Center

Scheiner, Thorsten

2015-01-01

The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

Singers' interest and knowledge levels of vocal function and dysfunction: survey findings.

PubMed

Braun-Janzen, Colleen; Zeine, Lina

2009-07-01

A questionnaire investigating the levels of interest in and knowledge of vocal function and dysfunction was completed by 129 singers. Those with professional singing experience indicated significantly greater interest and higher perceived knowledge levels than amateurs in areas of vocal anatomy and physiology, vocal hygiene, and functional vocal pathologies. Greater interest levels, but not higher perceived knowledge levels were reported by professional singers (PSs) in the area of the role of the speech-language pathologist (SLP) and the voice. Professionals answered significantly more knowledge-based questions correctly than amateurs in all areas except the role of the SLP and the voice. However, findings indicated wide variability in knowledge levels of both groups. Singing teachers (STs) within the group significantly outperformed the remainder of the group in areas of vocal anatomy and physiology, vocal hygiene, and functional vocal pathologies. Scores of the choir directors (CDs) within the group were not significantly superior to the remainder of the group except in the area of functional vocal pathologies. Implications for a preventative approach to vocal health are discussed.

Sweat test and cystic fibrosis: overview of test performance at public and private centers in the state of São Paulo, Brazil

PubMed Central

Servidoni, Maria Fátima; Gomez, Carla Cristina Souza; Marson, Fernando Augusto Lima; Toro, Adyléia Aparecida Dalbo Contrera; Ribeiro, Maria Ângela Gonçalves de Oliveira; Ribeiro, José Dirceu; Ribeiro, Antônio Fernando

2017-01-01

ABSTRACT Objective: The sweat test (ST) measures chloride levels in sweat and is considered the gold standard for the diagnosis of cystic fibrosis (CF). However, the reliability of a ST depends on their being performed by experienced technicians and in accordance with strict guidelines. Our aim was to evaluate how sweat stimulation, sweat collection, and chloride measurement are performed at 14 centers (9 public centers and 5 private centers) that routinely perform STs in the state of São Paulo, which has the highest frequency of CF in Brazil. Methods: This was a cross-sectional cohort study, using a standardized questionnaire administered in loco to the staff responsible for conducting STs. Results: No uniformity regarding the procedures was found among the centers. Most centers were noncompliant with the international guidelines, especially regarding the collection of sweat (the samples were insufficient in 10-50% of the subjects tested); availability of stimulation equipment (which was limited at 2 centers); modernity and certification of stimulation equipment (most of the equipment having been used for 3-23 years); and written protocols (which were lacking at 12 centers). Knowledge of ST guidelines was evaluated at only 1 center. Conclusions: Our results show that STs largely deviate from internationally accepted guidelines at the participating centers. Therefore, there is an urgent need for standardization of STs, training of qualified personnel, and acquisition/certification of suitable equipment. These are essential conditions for a reliable diagnosis of CF, especially with the increasing demand due to newborn screening nationwide, and for the assessment of a possible clinical benefit from the use of modulator drugs. PMID:28538779

Distribution of Blastocystis subtypes isolated from humans from an urban community in Rio de Janeiro, Brazil.

PubMed

Valença Barbosa, Carolina; de Jesus Batista, Rosemary; Pereira Igreja, Ricardo; d'Avila Levy, Claudia Masini; Werneck de Macedo, Heloisa; Carneiro Santos, Helena Lúcia

2017-10-25

Blastocystis is a cosmopolitan protist parasite found in the human gastrointestinal tract and is highly prevalent in developing countries. Recent molecular studies have revealed extensive genetic diversity, which has been classified into different subtypes (STs) based on sequence analysis of small subunit ribosomal RNA gene. Blastocystis is one of the most common fecal parasites in Brazil, but the diversity of subtypes remains unknown in the country. This study aimed to determine the distribution of Blastocystis STs in an urban community in Duque de Caxias, Rio de Janeiro, Brazil. A total of 64 stool samples positive for Blastocystis in Pavlova's medium were subtyped by PCR and sequenced using primers targeting the small subunit rRNA gene, in addition to phylogenetic analysis and subtype-specific PCR using sequence-tagged-site (STS) primers. Endolimax nana (14%), Entamoeba complex (10.5%), Taenia sp. (0.6%), Trichuris trichiura (1.3%) and Enterobius vermicularis (1.3%) were detected in Blastocystis-positive samples. Of the 64 samples tested by PCR/DNA sequencing, 55 were identified as ST1 (42%), ST3 (49%), ST2 (7%) and ST4 (2%), and the presence of mixed ST (ST1 + ST3) infection was detected in nine samples (14%). DNA sequencing and phylogenetic analysis of Brazilian Blastocystis isolates identified four different subtypes. To our knowledge, this study provided the first genetic characterization of Blastocystis subtypes in an urban area of Rio de Janeiro, Brazil. We also identified ST4 for the first time in Brazil. Further studies are necessary to determine the distribution of STs across human populations in Rio de Janeiro.

Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

ERIC Educational Resources Information Center

Kim, Insook

2016-01-01

This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers

ERIC Educational Resources Information Center

Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S.

2009-01-01

Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper…

Preservice Teachers' Level of Web Pedagogical Content Knowledge: Assessment by Individual Innovativeness

ERIC Educational Resources Information Center

Gökçearslan, Sahin; Karademir, Tugra; Korucu, Agah Tugrul

2017-01-01

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers…

Multi-Level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues-Based Instruction

ERIC Educational Resources Information Center

Klosterman, Michelle L.; Sadler, Troy D.

2010-01-01

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi-level assessment design, student content knowledge gains were measured before and after implementation of a three-week unit on global warming (a prominent SSI) that explored both the relevant science content…

Surveying In-Service Teachers' Beliefs about Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games

ERIC Educational Resources Information Center

Hsu, Chung-Yuan; Tsai, Meng-Jung; Chang, Yu-Hsuan; Liang, Jyh-Chong

2017-01-01

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge--Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers' teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA…

The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

ERIC Educational Resources Information Center

Lenhart, Sara Talley

2010-01-01

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

Integrating the Epistemic and Ontological Aspects of Content Knowledge in Science Teaching and Learning

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2017-01-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention.…

Exploring the Role of Content Knowledge in Responsive Teaching

ERIC Educational Resources Information Center

Goodhew, Lisa M.; Robertson, Amy D.

2017-01-01

In this paper, we begin to explore the role of content knowledge in responsive teaching (RT), using "in situ" data to draw out and speak to a latent disagreement within the literature. We claim that one role that content knowledge plays in RT is to support teachers in eliciting, seeing, and then pursuing disciplinary connections within…

The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games

ERIC Educational Resources Information Center

Tsai, Fu-Hsing; Kinzer, Charles; Hung, Kuo-Hsun; Chen, Cheng-Ling Alice; Hsu, I-Ying

2013-01-01

While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning…

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Niess, Margaret L.

2013-01-01

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

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

ERIC Educational Resources Information Center

Lederman, Norman G.; Gess-Newsome, Julie

1992-01-01

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

Energy Content Estimation by Collegians for Portion Standardized Foods Frequently Consumed in Korea

PubMed Central

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans. PMID:24527417

Energy content estimation by collegians for portion standardized foods frequently consumed in Korea.

PubMed

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong; Kim, Mi-Hyun

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans.

A threshold model of content knowledge transfer for socioscientific argumentation

NASA Astrophysics Data System (ADS)

Sadler, Troy D.; Fowler, Samantha R.

2006-11-01

This study explores how individuals make use of scientific content knowledge for socioscientific argumentation. More specifically, this mixed-methods study investigates how learners apply genetics content knowledge as they justify claims relative to genetic engineering. Interviews are conducted with 45 participants, representing three distinct groups: high school students with variable genetics knowledge, college nonscience majors with little genetics knowledge, and college science majors with advanced genetics knowledge. During the interviews, participants advance positions concerning three scenarios dealing with gene therapy and cloning. Arguments are assessed in terms of the number of justifications offered as well as justification quality, based on a five-point rubric. Multivariate analysis of variance results indicate that college science majors outperformed the other groups in terms of justification quality and frequency. Argumentation does not differ among nonscience majors or high school students. Follow-up qualitative analyses of interview responses suggest that all three groups tend to focus on similar, sociomoral themes as they negotiate socially complex, genetic engineering issues, but that the science majors frequently reference specific science content knowledge in the justification of their claims. Results support the Threshold Model of Content Knowledge Transfer, which proposes two knowledge thresholds around which argumentation quality can reasonably be expected to increase. Research and educational implications of these findings are discussed.

Investigating the Measurement of Grammatical Knowledge and Civics Content Knowledge in the Context of an English-for Specific-Purposes Program Designed for Adult Learners with Low English Proficiency

ERIC Educational Resources Information Center

Dakin, Jee Wha

2010-01-01

In the context of adult learners with low English proficiency enrolled in an organization offering instruction in both language and civics content, the purpose of the study was to determine. (1) the nature of grammatical knowledge in the context in the learners' second language (L2) and the nature of civics content knowledge in the learners' first…

T-38 A- AIRCRAFT (NASA 924)

NASA Image and Video Library

1983-12-07

S82-28952 (1 April 1982) --- Crew members from STS-2 and STS-4 meet with the recently returned STS-3 astronauts for a debriefing session at the Johnson Space Center. Taking notes at bottom left foreground is astronaut John W. Young, STS-1 commander and chief of the Astronaut Office at JSC. Clockwise around the table, beginning with Young, are George W. S. Abbey, JSC Director of Flight Operations; and astronauts Joe E. Engle, STS-2 commander; Henry W. Hartsfield Jr., STS-4 pilot; C. Gordon Fullerton, STS-3 pilot; Jack R. Lousma, STS-3 commander; Thomas K. (Ken) Mattingly, STS-4 commander; and Richard H. Truly, STS-2 pilot. Photo credit: NASA

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

NASA Astrophysics Data System (ADS)

Dietz, Laura

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

STS 62 Final Report

NASA Technical Reports Server (NTRS)

Rice, James E.

1996-01-01

The report is organized into sections representing the phases of work performed in analyzing the STS 62 results and preparing the instrument for STS 65. Section 2 contains a brief analysis of the STS 62 data which verifies the instrument changes to resolve the STS 58 problems. Section 3 describes the results from STS 62, including the original mission plan and several minor calibration period anomalies first discovered on STS 58 and reappearing to a lesser extent on STS 62.

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

Primary School Teachers' Interviews Regarding Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK)

ERIC Educational Resources Information Center

Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

Pedagogical Content Knowledge (PCK) and General Pedagogical Knowledge (GPK) are fundamental types of knowledge for a teacher that he or she must use in order to plan, teach in the classroom, and assess students' learning outcomes. This paper investigates experienced primary school teachers' PCK and GPK while teaching science in Finland and in…

Interplay between Content Knowledge and Scientific Argumentation

ERIC Educational Resources Information Center

Hakyolu, Hanife; Ogan-Bekiroglu, Feral

2016-01-01

This research study aimed to analyze the relationship between content knowledge and argumentation by examining students' prior subject matter knowledge and their production of arguments as well as by comparing students' arguments with their knowledge-in-use during scientific argumentation sessions. A correlational research design was carried out…

Developing Multimedia Enhanced Content to Upgrade Subject Content Knowledge of Secondary School Teachers in Tanzania

ERIC Educational Resources Information Center

Mtebe, Joel S.; Kibga, Elia Y.; Mwambela, Alfred A.; Kissaka, Mussa M.

2015-01-01

The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science…

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

ERIC Educational Resources Information Center

Mavhunga, Elizabeth; Rollnick, Marissa

2016-01-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

Promoting Student Teachers' Content Related Knowledge in Teaching Systems Thinking: Measuring Effects of an Intervention through Evaluating a Videotaped Lesson

ERIC Educational Resources Information Center

Rosenkränzer, Frank; Kramer, Tim; Hörsch, Christian; Schuler, Stephan; Rieß, Werner

2016-01-01

The understanding of complex, dynamic and animate systems has a special standing in education for sustainable development and biology. Thus one important role of science teacher education is to promote student teachers' Content Related Knowledge (CRK) for teaching systems thinking, consisting of extensive Content Knowledge (CK) and well formed…

The Language Used to Articulate Content as an Aspect of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Chick, Helen

2015-01-01

Mathematical knowledge in classrooms is mediated through the use of both technical and informal language. This paper is a report of a study of the language use of teachers as they examine students' work and discuss teaching for the topic of fraction operations. This provides a window on their pedagogical content knowledge and also on the way in…

Curricular Space Allocated for Dance Content in Physical Education Teacher Education Programs: A Literature Review

ERIC Educational Resources Information Center

Marquis, Jenée Marie; Metzler, Mike

2017-01-01

This literature review examines curricular space allocated to activity based/movement content courses in Physical Education Teacher Education (PETE) pre-service programs, specifically focusing on how dance content knowledge and pedagogical content knowledge are addressed within those programs. This review includes original empirical research…

Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

ERIC Educational Resources Information Center

Burton, Megan; Daane, C. J.; Giesen, Judy

2008-01-01

This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

The Utility of the Supine-to-Stand Test as a Measure of Functional Motor Competence in Children Aged 5–9 Years

PubMed Central

Duncan, Michael J.; Lawson, Chelsey; Walker, Leanne Jaye; Stodden, David; Eyre, Emma L. J.

2017-01-01

This study examined how supine-to-stand (STS) performance is related to process and product assessment of motor competence (MC) in children. Ninety-one children aged 5–9 years were assessed for process and product MC (10 m running speed and standing long jump) as well as process and product measures of STS. Tertiles were created for STS process and STS product scores to create 3 groups reflecting low, medium, and high STS competency. ANCOVA analysis, controlling for age, for process STS, indicated that process MC was significantly higher in children, classified as medium STS (p = 0.048) and high STS (p = 0.011) competence, and that 10 m run speed was slower for low STS compared to medium (p = 0.019) and high STS (p = 0.004). For product STS tertiles, process MC was significantly higher for children in the lowest (fastest) STS tertile compared to those in the medium highest (slowest) tertile (p = 0.01). PMID:29910427

Beyond knowledge capture: creating useful work-centric systems

NASA Technical Reports Server (NTRS)

Cooper, L. P.; Majchrzak, A.

2001-01-01

Once you have successfully captured knowledge, the challenge then becomes one of creating an affective way to use that knowledge. Two high knowledge content systems developed at the Jet Propulsion Laboratory are presented as examples of work-centric systems, where the primary value to the user is in the content.

Effects of Biology Teachers' Professional Knowledge and Cognitive Activation on Students' Achievement

ERIC Educational Resources Information Center

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-01-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

Spanning Knowledge Barriers in E-Learning Content Design

ERIC Educational Resources Information Center

Chu, Tsai-Hsin; Lee, Yi; Lee, Yen-Hsien

2013-01-01

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As…

Mathematics University Teachers' Perception of Pedagogical Content Knowledge (PCK)

ERIC Educational Resources Information Center

Khakbaz, Azimehsadat

2016-01-01

Teaching mathematics in university levels is one of the most important fields of research in the area of mathematics education. Nevertheless, there is little information about teaching knowledge of mathematics university teachers. Pedagogical content knowledge (PCK) provides a suitable framework to study knowledge of teachers. The purpose of this…

The distribution dynamics and desorption behaviour of mobile pharmaceuticals and caffeine to combined sewer sediments.

PubMed

Hajj-Mohamad, M; Darwano, H; Duy, S Vo; Sauvé, S; Prévost, M; Arp, H P H; Dorner, S

2017-01-01

Pharmaceuticals are discharged to the environment from wastewater resource recovery facilities, sewer overflows, and illicit sewer connections. To understand the fate of pharmaceuticals, there is a need to better understand their sorption dynamics to suspended sediments (SS) and settled sediments (StS) in sewer systems. In this study, such sorption dynamics to both SS and StS were assessed using a batch equilibrium method under both static and dynamic conditions. Experiments were performed with natively occurring and artificially modified concentrations of sewer pharmaceuticals (acetaminophen, theophylline, carbamazepine, and a metabolite of carbamazepine) and caffeine. Differences in apparent distribution coefficients, K d,app , between SS and StS were related to differences in their organic carbon (OC) content, and the practice of artificially modifying the concentration. K d,app values of modified contaminant concentrations and high OC sediments were substantially higher. Pseudo-second order desorption rates for these mobile compounds were also quantified. Successive flushing events to simulate the addition of stormwater to sewer networks revealed that aqueous concentrations would not necessarily decrease, because the added water will rapidly return to equilibrium concentrations with the sediments. Sorption and desorption kinetics must be considered in addition to dilution, to avoid underestimating the influence of dilution on concentrations of pharmaceuticals discharged to the environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Relation between Middle School Science Teachers' Science Content Preparation, Professional Development, and Pedagogical Content Knowledge and Their Attitudes and Beliefs towards Inquiry-Based Instruction

ERIC Educational Resources Information Center

Cwik, Lawrence C.

2012-01-01

This study is a quantitative investigation of the relation of middle school science teachers' attitudes and beliefs about inquiry-based instruction to their accumulated amounts of science content preparation, content and pedagogical professional development, and their pedagogical content knowledge. Numerous researchers have found that even though…

Space Shuttle Projects

NASA Image and Video Library

1985-05-30

The crewmembers of Space Shuttle mission 51-F have chosen as their insignia this design by Houston artist Skip Bradley. The Space Shuttle Challenger is depicted ascending toward the heavens in search of new knowledge in the field of solar and steallar astronomy, with its Spacelab 2 payload. The constellations Leo and Orion are in the positions they will be in, relative to the sun during the flight. The nineteen stars signify that this will be the 19th STS flight.

Multilingual Content Extraction Extended with Background Knowledge for Military Intelligence

DTIC Science & Technology

2011-06-01

extended with background knowledge (WordNet [Fel98], YAGO [SKW08]) so that new conclusions (logical inferences) can be drawn. For this purpose theorem...such formalized content is extended with background knowledge (WordNet, YAGO ) so that new conclusions (logical inferences) can be drawn. Our aim is to...External Knowledge Formulas Transformation FOLE MRS to FOLE WordNet OpenCyc ... YAGO Logical Calculation Knowledge Background Knowledge Axioms Background

Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching

ERIC Educational Resources Information Center

Zembylas, Michalinos

2007-01-01

The purpose of this paper is to offer some theoretical as well as empirical examples that describe the interrelations between pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning. The argument put forward is that there is a need to expand current conceptions of PCK and acknowledge the role of emotional knowledge. It…

Pedagogical Content Knowledge of Experts and Novices--What Knowledge Do They Activate When Analyzing Science Lessons?

ERIC Educational Resources Information Center

Krepf, Matthias; Plöger, Wilfried; Scholl, Daniel; Seifert, Andreas

2018-01-01

In the current debate on pedagogical content knowledge (PCK), the term is used to refer to the context-specific knowledge that teachers activate when reflecting on practice. Against the background of this debate, we conducted an empirical study and sought to answer the question of which knowledge experts and novices activated in assessing a…

A "Knowledge Quartet" Used to Identify a Second-Year Pre-Service Teacher's Primary Mathematical Content Knowledge

ERIC Educational Resources Information Center

Livy, Sharyn

2010-01-01

This paper draws on observation of a primary mathematics lesson prepared and taught by a second-year pre-service teacher who lacked mathematical content knowledge. A "knowledge quartet" (Rowland, Turner, Thwaites, & Huckstep, 2009) was used to investigate when and how a pre-service teacher drew on their knowledge of mathematics during primary…

Is Practical Subject Matter Knowledge Still Important? Examining the Siedentopian Perspective on the Role of Content Knowledge in Physical Education Teacher Education

ERIC Educational Resources Information Center

Herold, Frank; Waring, Michael

2017-01-01

Background: The role that content knowledge, an important component of practical subject matter knowledge, plays for pre-service teachers (PSTs) in physical education teacher education (PETE) remains contested and unclear. Whilst some researchers emphasise the facilitative nature of such knowledge, others criticise that too much focus on content…

Mission Safety Evaluation Report for STS-43, Postflight Edition

NASA Technical Reports Server (NTRS)

Hill, William C.; Finkel, Seymour I.

1991-01-01

Some of the topics covered include: (1) an STS-43 mission summary; (2) safety risks factors/issues; (3) resolved STS-43 safety risk factors; (4) STS-40 inflight anomalies; (5) STS-37 inflight anomalies; and (6) STS-43 inflight anomalies. Background information and a list of acronyms are also presented.

Mission Safety Evaluation Report for STS-32, Postflight Edition

NASA Technical Reports Server (NTRS)

Hill, William C.; Finkel, Seymour I.

1990-01-01

The topics covered include: (1) an STS-32 mission summary; (2) safety risk factors/issues; (3) resolved STS-32 safety risk factors; (4) STS-32 inflight anomalies; (5) STS-28 inflight anomalies; and (6) STS-32 inflight anomalies. Background information and a list of acronyms are also presented.

Advancing the Legislative Priorities of Cardiothoracic Surgeons: The Society of Thoracic Surgeons Political Action Committee.

PubMed

Thompson, Jess L; Speir, Alan M; Mathisen, Douglas J; Naunheim, Keith S; Prager, Richard L; Lahey, Stephen J

2018-03-01

In the late 1990s, several federal government health policy decisions threatened the viability of thoracic surgery as a specialty. To respond to such decisions, active participation in political processes was given extremely high priority by the Executive Committee of The Society of Thoracic Surgeons (STS). Creation of the STS Political Action Committee (STS-PAC) in 1997 was a part of the platform of participation. The purpose of the STS-PAC is to enhance the Society's voice and stature in health care policymaking. Although the STS-PAC receives voluntary contributions from STS members, on average, only 10% of STS members contribute to the STS-PAC. For the 2015-2016 election cycle, there were 542 contributors to the STS-PAC totaling $273,000. An annual contribution of $100 from every STS member would put the STS-PAC into the top 10 for medical PACs (whereas currently it is ranked 22nd of 28 in the group of physician and dental association PACs). Despite the relatively small dollar amount the STS-PAC directs, its strategic disbursement of these dollars has yielded impressive results. For example, the STS-PAC was able to use its influence to effectively stop the Centers for Medicare and Medicaid Services from implementing a potentially calamitous rule that would effectively end traditional global surgical payments. Other advocacy successes include providing guidance to the Centers for Medicare and Medicaid Services in developing the national coverage determination for transcatheter aortic valve replacement and structuring its complex reimbursement schedule, and ensuring that a provision was included in the bill that would give the STS National Database access to claims data. The STS-PAC is a principal component of the STS' advocacy armamentarium. Despite the many successes of the STS-PAC, with even modest contributions by more STS members, the STS-PAC could become a leading medical PAC, and would give the STS an even stronger presence and voice in Washington, DC. Clearly, contributing to the STS-PAC provides STS members the opportunity to have a voice and an impact on health policy and the care of their patients. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

KSC-08pd0903

NASA Image and Video Library

2007-12-03

JOHNSON SPACE CENTER, Houston, Texas --- STS125-S-001 (December 2007) -- This STS-125 crew patch shows HST along with a representation of its many scientific discoveries. The overall structure and composition of the Universe is shown in blue and filled with planets, stars, and galaxies. The black background is indicative of the mysteries of dark-energy and dark-matter. The new instruments to be installed on HST during this mission, Wide Field Camera-3 and the Cosmic Origins Spectrograph, will make observations to help understand these unseen components which seem to dominate the structure of the Universe. The red border of the patch represents the red-shifted glow of the early Universe, and the limit of the Hubble's view into the cosmos. Upon completion of STS-125, the fifth mission to service HST, the Hubble will provide even deeper and more detailed views of the Universe. Soaring by the telescope is the space shuttle which initially deployed Hubble and has enabled astronauts to continually upgrade the telescope, significantly contributing to the expansion of human knowledge. The NASA insignia design for shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the form of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, it will be publicly announced.

Association between DNA methylation in cord blood and maternal smoking: The Hokkaido Study on Environment and Children's Health.

PubMed

Miyake, Kunio; Kawaguchi, Akio; Miura, Ryu; Kobayashi, Sachiko; Tran, Nguyen Quoc Vuong; Kobayashi, Sumitaka; Miyashita, Chihiro; Araki, Atsuko; Kubota, Takeo; Yamagata, Zentaro; Kishi, Reiko

2018-04-04

Maternal smoking is reported to cause adverse effects on the health of the unborn child, the underlying mechanism for which is thought to involve alterations in DNA methylation. We examined the effects of maternal smoking on DNA methylation in cord blood, in 247 mother-infant pairs in the Sapporo cohort of the Hokkaido Study, using the Infinium HumanMethylation 450K BeadChip. We first identified differentially methylated CpG sites with a false discovery rate (FDR) of <0.05 and the magnitude of DNA methylation changes (|β| >0.02) from the pairwise comparisons of never-smokers (Ne-S), sustained-smokers (Su-S), and stopped-smokers (St-S). Subsequently, secondary comparisons between St-S and Su-S revealed nine common sites that mapped to ACSM3, AHRR, CYP1A1, GFI1, SHANK2, TRIM36, and the intergenic region between ANKRD9 and RCOR1 in Ne-S vs. Su-S, and one common CpG site mapping to EVC2 in Ne-S vs. St-S. Further, we verified these CpG sites and examined neighbouring sites using bisulfite next-generation sequencing, except for AHRR cg21161138. These changes in DNA methylation implicate the effect of smoking cessation. Our findings add to the current knowledge of the association between DNA methylation and maternal smoking and suggest future studies for clarifying this relationship in disease development.

Co-speech gesture production in an animation-narration task by bilinguals: a near-infrared spectroscopy study.

PubMed

Oi, Misato; Saito, Hirofumi; Li, Zongfeng; Zhao, Wenjun

2013-04-01

To examine the neural mechanism of co-speech gesture production, we measured brain activity of bilinguals during an animation-narration task using near-infrared spectroscopy. The task of the participants was to watch two stories via an animated cartoon, and then narrate the contents in their first language (Ll) and second language (L2), respectively. The participants showed significantly more gestures in L2 than in L1. The number of gestures lowered at the ending part of the narration in L1, but not in L2. Analyses of concentration changes of oxygenated hemoglobin revealed that activation of the left inferior frontal gyrus (IFG) significantly increased during gesture production, while activation of the left posterior superior temporal sulcus (pSTS) significantly decreased in line with an increase in the left IFG. These brain activation patterns suggest that the left IFG is involved in the gesture production, and the left pSTS is modulated by the speech load. Copyright © 2013 Elsevier Inc. All rights reserved.

Mapping the new molecular landscape: social dimensions of epigenetics

PubMed Central

Pickersgill, Martyn; Niewöhner, Jörg; Müller, Ruth; Martin, Paul; Cunningham-Burley, Sarah

2013-01-01

Epigenetics is the study of changes in gene expression caused by mechanisms other than changes in the DNA itself. The field is rapidly growing and being widely promoted, attracting attention in diverse arenas. These include those of the social sciences, where some researchers have been encouraged by the resonance between imaginaries of development within epigenetics and social theory. Yet, sustained attention from science and technology studies (STS) scholars to epigenetics and the praxis it propels has been lacking. In this article, we reflexively consider some of the ways in which epigenetics is being constructed as an area of biomedical novelty and discuss the content and logics underlying the ambivalent promises being made by scientists working in this area. We then reflect on the scope, limits and future of engagements between epigenetics and the social sciences. Our discussion is situated within wider literatures on biomedicine and society, the politics of “interventionist STS,” and on the problems of “caseness” within empirical social science. PMID:24482610

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

ERIC Educational Resources Information Center

Kinghorn, Brian Edward

2013-01-01

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

Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

ERIC Educational Resources Information Center

Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

2015-01-01

Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

The Effects of a Content Knowledge Workshop on Teachers' Pedagogical Content Knowledge and Student Learning in a Soccer Unit in Middle School Physical Education

ERIC Educational Resources Information Center

Lee, Yun Soo

2011-01-01

There is an assumption that pedagogical content knowledge (PCK) is observable and measurable. Yet, in many studies referencing PCK, the construct of PCK remains both undefined operationally and poorly described. In physical education, although one study has measured teachers' PCK using teachers' weak and strong units of instruction (Ayvazo, 2007),…

The Acquisition of Mathematics Pedagogical Content Knowledge in University Mathematics Education Courses: Results of a Mixed Methods Study on the Effectiveness of Teacher Education in Germany

ERIC Educational Resources Information Center

Buchholtz, Nils Frederik

2017-01-01

This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge (MPCK) of future teachers at several German universities. The study is a German supplementary study to the international comparative TEDS-M 2008 study. Besides the pedagogical content knowledge that…

A Comparison of Pre-Service, In-Service and Formation Program for Teachers' Perceptions of Technological Pedagogical Content Knowledge (TPACK) in English Language Teaching (ELT)

ERIC Educational Resources Information Center

Turgut, Yildiz

2017-01-01

In view of the rapid advancement of technology, technological pedagogical content knowledge (TPACK) has been extensively studied. However, research on technological pedagogical content knowledge (TPACK) in teaching English appear to be scarce and addressed either pre-service or in-service teachers, but not their comparison. Additionally, although…

Informal reasoning regarding socioscientific issues: The influence of morality and content knowledge

NASA Astrophysics Data System (ADS)

Sadler, Troy Dow

This study focused on informal reasoning regarding socioscientific issues. It explored how morality and content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine undergraduate students completed a quantitative test of genetics concepts. A sub-set of the students (n = 30) who completed this instrument and represented divergent levels of content knowledge participated in two individual interviews, during which they discussed their ideas, reactions, and solutions to three gene therapy scenarios and three cloning scenarios. A mixed-methods approach was used to examine patterns of informal reasoning and the influence of morality, the effects of content knowledge on the use of informal reasoning patterns, and the effects of content knowledge on the quality of informal reasoning. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based considerations; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. Although differences in content knowledge were not found to be related to modes of informal reasoning (rationalistic, emotive, and informal), data did indicate that differences in content knowledge were related to variations in informal reasoning quality. Participants, with more advanced understandings of genetics, demonstrated fewer instances of reasoning flaws, as defined by a priori criteria (intra-scenario coherence, inter-scenario non-contradiction, counter position construction, and rebuttal construction) and were more likely to incorporate content knowledge in their reasoning patterns than participants with more naive understandings of genetics. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. In addition, the findings underscore the need for teachers to consider students' content knowledge when determining the appropriateness of socioscientific curricula. Implications and recommendations for future research are discussed.

The importance of pedagogical content knowledge in curriculum development for illumination engineering

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Walker, Constance E.

2017-08-01

An understanding of pedagogical content knowledge (PCK) and educative materials has been critical to our teaching programs in illumination engineering. We will discuss the PCK basis of a number of innovative curriculum efforts at the National Optical Astronomy and how we develop "educative materials" that improve educator content knowledge, pedagogical knowledge, and contextual knowledge. We also describe the process and team approach required to create these "educative materials." The foundation of our work at NOAO were two previous projects at the NASA Classroom of the Future. These projects created educative curricular materials with sophisticated science content integrated with a deep, authentic understanding of science process. Additional curricula with these attributes were developed at NOAO for the NSF-sponsored Hands-On Optics project (SPIE, OSA, and NOAO), for the citizen science project Globe at Night (NOAO), and for the Quality Lighting Teaching Kits (NOAO, International Astronomical Union, OSA Foundation, SPIE, CIE, and the International Dark Sky Association). These projects all strove to create educative instructional materials that can enhance the pedagogical content knowledge of educators.

Making Learning Visible: Developing Preservice Teachers' Pedagogical Content Knowledge and Teaching Efficacy Beliefs in Environmental Education

ERIC Educational Resources Information Center

Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L.

2018-01-01

Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…

A Case Study of Two Groups of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses

ERIC Educational Resources Information Center

Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E.; Hart, Lynn C.; Carothers, Jody

2016-01-01

This multiple case study examined two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Data were collected via two belief surveys, one content knowledge assessment, and individual interviews. The findings revealed differences in specialized content knowledge and mathematical beliefs between the two…

Understanding the molecular epidemiology and global relationships of Brachyspira hyodysenteriae from swine herds in the United States: a multi-locus sequence typing approach.

PubMed

Mirajkar, Nandita S; Gebhart, Connie J

2014-01-01

Outbreaks of mucohemorrhagic diarrhea in pigs caused by Brachyspira hyodysenteriae in the late 2000s indicated the re-emergence of Swine Dysentery (SD) in the U.S. Although the clinical disease was absent in the U.S. since the early 1990s, it continued to cause significant economic losses to other swine rearing countries worldwide. This study aims to fill the gap in knowledge pertaining to the re-emergence and epidemiology of B. hyodysenteriae in the U.S. and its global relationships using a multi-locus sequence typing (MLST) approach. Fifty-nine post re-emergent isolates originating from a variety of sources in the U.S. were characterized by MLST, analyzed for epidemiological relationships (within and between multiple sites of swine systems), and were compared with pre re-emergent isolates from the U.S. Information for an additional 272 global isolates from the MLST database was utilized for international comparisons. Thirteen nucleotide sequence types (STs) including a predominant genotype (ST93) were identified in the post re-emergent U.S. isolates; some of which showed genetic similarity to the pre re-emergent STs thereby suggesting its likely role in the re-emergence of SD. In the U.S., in general, no more than one ST was found on a site; multiple sites of a common system shared a ST; and STs found in the U.S. were distinct from those identified globally. Of the 110 STs characterized from ten countries, only two were found in more than one country. The U.S. and global populations, identified as clonal and heterogeneous based on STs, showed close relatedness based on amino acid types (AATs). One predicted founder type (AAT9) and multiple predicted subgroup founder types identified for both the U.S. and the global population indicate the potential microevolution of this pathogen. This study elucidates the strain diversity and microevolution of B. hyodysenteriae, and highlights the utility of MLST for epidemiological and surveillance studies.

The Effects of a Systematically Designed Online Learning Environment on Preservice Teachers' Professional Knowledge

ERIC Educational Resources Information Center

Evens, Marie; Larmuseau, Charlotte; Dewaele, Katrien; Van Craesbeek, Leen; Elen, Jan; Depaepe, Fien

2017-01-01

This study examines the effects of an online learning environment on preservice teachers' pedagogical content knowledge (PCK), content knowledge (CK) (related to French in primary teacher education), and pedagogical knowledge (PK) in a quasi-experimental design. More specifically, the following research question is addressed: Is a systematically…

Preservice Biology Teachers' Professional Knowledge: Structure and Learning Opportunities

ERIC Educational Resources Information Center

Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid

2015-01-01

What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…

Definitions of Mathematical Knowledge for Teaching: Using These Constructs in Research on Secondary and College Mathematics Teachers

ERIC Educational Resources Information Center

Speer, Natasha M.; King, Karen D.; Howell, Heather

2015-01-01

The construct "mathematical knowledge for teaching" (MKT) has received considerable attention in the mathematics education community in recent years. The development and refinement of the MKT construct, including the components of common content knowledge (CCK) and specialized content knowledge (SCK), came from research into elementary…

Conceptualizations of Representation Forms and Knowledge Organization of High School Teachers in Finland: "Magnetostatics"

ERIC Educational Resources Information Center

Majidi, Sharareh; Emden, Markus

2013-01-01

One of the main components of teachers' pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers' subject matter knowledge. Since subject matter and pedagogical content knowledge of teachers are tightly connected as categories…

Knowledge Structures of Entering Computer Networking Students and Their Instructors

ERIC Educational Resources Information Center

DiCerbo, Kristen E.

2007-01-01

Students bring prior knowledge to their learning experiences. This prior knowledge is known to affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students' prior knowledge to create more effective lessons and materials. In many content areas, particularly the sciences,…

Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

Transformation of Topic-Specific Professional Knowledge into Personal Pedagogical Content Knowledge through Lesson Planning

ERIC Educational Resources Information Center

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-01-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson…

High School Biology Students' Knowledge and Certainty about Diffusion and Osmosis Concepts

ERIC Educational Resources Information Center

Odom, Arthur L.; Barrow, Lloyd H.

2007-01-01

The purpose of this study was to investigate students' understanding about scientifically acceptable content knowledge by exploring the relationship between knowledge of diffusion and osmosis and the students' certainty in their content knowledge. Data was collected from a high school biology class with the Diffusion and Osmosis Diagnostic Test…

Comparing Primary Student Teachers' Attitudes, Subject Knowledge and Pedagogical Content Knowledge Needs in a Physics Activity

ERIC Educational Resources Information Center

Johnston, Jane; Ahtee, Maija

2006-01-01

This research explores and compares primary student teachers' attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students…

Unravelling the molecular structure and packing of a planar molecule by combining nuclear magnetic resonance and scanning tunneling microscopy.

PubMed

Sáfar, Gustavo A M; Malachias, Angelo; Magalhães-Paniago, Rogério; Martins, Dayse C S; Idemori, Ynara M

2013-12-21

The determination of the molecular structure of a porphyrin is achieved by using nuclear magnetic resonance (NMR) and scanning tunneling microscopy (STM) techniques. Since macroscopic crystals cannot be obtained in this system, this combination of techniques is crucial to solve the molecular structure without the need for X-ray crystallography. For this purpose, previous knowledge of the flatness of the reagent molecules (a porphyrin and its functionalizing group, a naphthalimide) and the resulting molecular structure obtained by a force-field simulation are used. The exponents of the I-V curves obtained by scanning tunneling spectroscopy (STS) allow us to check whether the thickness of the film of molecules is greater than a monolayer, even when there is no direct access to the exposed surface of the metal substrate. Photoluminescence (PL), optical absorption, infrared (IR) reflectance and solubility tests are used to confirm the results obtained here with this NMR/STM/STS combination.

Penetration, Completeness, and Representativeness of The Society of Thoracic Surgeons Adult Cardiac Surgery Database.

PubMed

Jacobs, Jeffrey P; Shahian, David M; He, Xia; O'Brien, Sean M; Badhwar, Vinay; Cleveland, Joseph C; Furnary, Anthony P; Magee, Mitchell J; Kurlansky, Paul A; Rankin, J Scott; Welke, Karl F; Filardo, Giovanni; Dokholyan, Rachel S; Peterson, Eric D; Brennan, J Matthew; Han, Jane M; McDonald, Donna; Schmitz, DeLaine; Edwards, Fred H; Prager, Richard L; Grover, Frederick L

2016-01-01

The Society of Thoracic Surgeons (STS) Adult Cardiac Surgery Database (ACSD) has been successfully linked to the Centers for Medicare and Medicaid (CMS) Medicare database, thereby facilitating comparative effectiveness research and providing information about long-term follow-up and cost. The present study uses this link to determine contemporary completeness, penetration, and representativeness of the STS ACSD. Using variables common to both STS and CMS databases, STS operations were linked to CMS data for all CMS coronary artery bypass graft (CABG) surgery hospitalizations discharged between 2000 and 2012, inclusive. For each CMS CABG hospitalization, it was determined whether a matching STS record existed. Center-level penetration (number of CMS sites with at least one matched STS participant divided by the total number of CMS CABG sites) increased from 45% in 2000 to 90% in 2012. In 2012, 973 of 1,081 CMS CABG sites (90%) were linked to an STS site. Patient-level penetration (number of CMS CABG hospitalizations done at STS sites divided by the total number of CMS CABG hospitalizations) increased from 51% in 2000 to 94% in 2012. In 2012, 71,634 of 76,072 CMS CABG hospitalizations (94%) occurred at an STS site. Completeness of case inclusion at STS sites (number of CMS CABG cases at STS sites linked to STS records divided by the total number of CMS CABG cases at STS sites) increased from 88% in 2000 to 98% in 2012. In 2012, 69,213 of 70,932 CMS CABG hospitalizations at STS sites (98%) were linked to an STS record. Linkage of STS and CMS databases demonstrates high and increasing penetration and completeness of the STS database. Linking STS and CMS data facilitates studying long-term outcomes and costs of cardiothoracic surgery. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan

ERIC Educational Resources Information Center

Konig, Johannes; Blomeke, Sigrid; Paine, Lynn; Schmidt, William H.; Hsieh, Feng-Jui

2011-01-01

For more than two decades, three components of teacher knowledge have been discussed, namely, content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although there is a growing body of analytic clarification and empirical testing with regard to CK and PCK, especially with a focus on mathematics…

Loads and low frequency dynamics - An ENVIRONET data base

NASA Technical Reports Server (NTRS)

Garba, John A.

1988-01-01

The loads and low frequency dynamics data base, part of Environet, is described with particular attention given to its development and contents. The objective of the data base is to provide the payload designer with design approaches and design data to meet STS safety requirements. Currently the data base consists of the following sections: abstract, scope, glossary, requirements, interaction with other environments, summary of the loads analysis process, design considerations, guidelines for payload design loads, information data base, and references.

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

Teacher spatial skills are linked to differences in geometry instruction.

PubMed

Otumfuor, Beryl Ann; Carr, Martha

2017-12-01

Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.

Andragogical Content Knowledge as a Key Component in the Training of the Instructors of Nonformal Education

ERIC Educational Resources Information Center

Nurhayati, Sri

2015-01-01

Currently, professionals and academics of non-formal education in Indonesia have began to question the competences of the non-formal education instructors. Non-formal education is a profession that requires knowledge (subject-content area), skill (ability to deliver content in regard to the needs of society) and programme content (the content…

A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs

ERIC Educational Resources Information Center

Kim, Insook; Lee, Yun Soo; Ward, Phillip; Li, Weidong

2015-01-01

Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of…

Teachers' Understanding of Mathematical Cognition in Childhood: Towards a Shift in Pedagogical Content Knowledge?

ERIC Educational Resources Information Center

Henning, Elizabeth

2013-01-01

This article about the discourse of pedagogy as related to child cognition in mathematics addresses the issue of what constitutes the main disciplinary content and the pedagogical content knowledge (PCK) of foundation-phase teachers. I argue that, unless child cognition itself is the primary disciplinary content of foundation-phase teacher's…

Voices and Values in Shaping the Subjectivity of Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Ozmantar, Mehmet Fatih; Akkoç, Hatice

2017-01-01

Pedagogical content knowledge involves subjective decisions on the parts of teachers in making the content comprehensible to learners. This paper is concerned with the formation of this subjectivity and asks: how do (pre-service) teachers come to know and decide upon the best approach to making the content instructional for learners? In answering…

Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

ERIC Educational Resources Information Center

Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

2011-01-01

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory

ERIC Educational Resources Information Center

Bair, Sherry L.; Rich, Beverly S.

2011-01-01

This article characterizes the development of a deep and connected body of mathematical knowledge categorized by Ball and Bass' (2003b) model of Mathematical Knowledge for Teaching (MKT), as Specialized Content Knowledge for Teaching (SCK) in algebraic reasoning and number sense. The research employed multiple cases across three years from two…

About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers' Competence

ERIC Educational Resources Information Center

Kaiser, Gabriele; Busse, Andreas; Hoth, Jessica; König, Johannes; Blömeke, Sigrid

2015-01-01

Research on the evaluation of the professional knowledge of mathematics teachers (comprising for example mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge) has become prominent in the last decade; however, the development of video-based assessment approaches is a more recent topic. This…

Assessing Strengths and Weaknesses of Teacher Knowledge in Asia, Eastern Europe, and Western Countries: Differential Item Functioning in TEDS-M

ERIC Educational Resources Information Center

Blömeke, Sigrid; Suhl, Ute; Döhrmann, Martina

2013-01-01

The "Teacher Education and Development Study in Mathematics" assessed the knowledge of primary and lower-secondary teachers at the end of their training. The large-scale assessment represented the common denominator of what constitutes mathematics content knowledge and mathematics pedagogical content knowledge in the 16 participating…

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

ERIC Educational Resources Information Center

O'Brien, Stephanie

2017-01-01

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the…

Interplay of Secondary Pre-Service Teacher Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Attitudes Regarding Scientific Inquiry Teaching within Teacher Training

ERIC Educational Resources Information Center

Smit, Robbert; Weitzel, Holger; Blank, Robert; Rietz, Florian; Tardent, Josiane; Robin, Nicolas

2017-01-01

Background: Beginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry. Purpose: To investigate quantitatively the longitudinal relationship between pre-service teachers' knowledge and attitudes on scientific…

Mathematics Teacher TPACK Standards and Development Model

ERIC Educational Resources Information Center

Niess, Margaret L.; Ronau, Robert N.; Shafer, Kathryn G.; Driskell, Shannon O.; Harper, Suzanne R.; Johnston, Christopher; Browning, Christine; Ozgun-Koca, S. Asli; Kersaint, Gladis

2009-01-01

What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this…

Special Education Teacher Knowledge of Literacy: An Analysis of Two Preparation Programs' Effectiveness in Increasing Subject-Matter Knowledge and Pedagogical Content Knowledge of Reading Comprehension

ERIC Educational Resources Information Center

James, Susanne M.

2011-01-01

Special educators' knowledge of reading concepts are not only influenced by their understanding of the subject matter, but also by an amalgam of content and pedagogy that enables teachers to integrate this information to meet the diverse needs of students with disabilities. This study documented the conceptual knowledge that special education…

Accident Case Study of Organizational Silence Communication Breakdown: Shuttle Columbia, Mission STS-107

NASA Technical Reports Server (NTRS)

Rocha, Rodney

2011-01-01

This report has been developed by the National Aeronautics and Space Administration (NASA) ESMD Risk and Knowledge Management team. This document provides a point-in-time, cumulative, summary of key lessons learned derived from the official Columbia Accident Investigation Board (CAIB). Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document. This report is accompanied by a video that will be sent at request

Processing and memory of information presented in narrative or expository texts.

PubMed

Wolfe, Michael B W; Woodwyk, Joshua M

2010-09-01

Previous research suggests that narrative and expository texts differ in the extent to which they prompt students to integrate to-be-learned content with relevant prior knowledge during comprehension. We expand on previous research by examining on-line processing and representation in memory of to-be-learned content that is embedded in narrative or expository texts. We are particularly interested in how differences in the use of relevant prior knowledge leads to differences in terms of levels of discourse representation (textbase vs. situation model). A total of 61 university undergraduates in Expt 1, and 160 in Expt 2. In Expt 1, subjects thought out loud while comprehending circulatory system content embedded in a narrative or expository text, followed by free recall of text content. In Expt 2, subjects read silently and completed a sentence recognition task to assess memory. In Expt 1, subjects made more associations to prior knowledge while reading the expository text, and recalled more content. Content recall was also correlated with amount of relevant prior knowledge for subjects who read the expository text but not the narrative text. In Expt 2, subjects reading the expository text (compared to the narrative text) had a weaker textbase representation of the to-be-learned content, but a marginally stronger situation model. Results suggest that in terms of to-be-learned content, expository texts trigger students to utilize relevant prior knowledge more than narrative texts.

Pedagogical Content Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of Function Subject

NASA Astrophysics Data System (ADS)

Ma'rufi; Ketut Budayasa, I.; Juniati, Dwi

2018-01-01

This research aims at describing the profile of high school teacher’s Pedagogical Content Knowledge in learning mathematics from the perspective of teaching experience. Pedagogical Content Knowledge (PCK) covers teacher’s knowledge of subject matter, knowledge of pedagogy, and knowledge of students. The subject of this research was two high school mathematics teachers who have different teaching experience. The data were obtained through interview and observation then analyzed qualitatively. The focus of this research is the novice teacher’s PCK deals with knowledge of students. Knowledge of Student is defined as teacher’s knowledge about the students’ conception and misconception on limit of function material and teacher’s ability to cope with students’ difficulty, mistake, and misconception. The result of this research shows that novice teacher’s ability in analyzing the cause of students’ difficulty, mistake, and misconception was limited. Novice teacher tended to overcome the students’ difficulty, mistake, and misconception by re-explaining the procedure of question completion which is not understood by the students.

Using Pathfinder networks to discover alignment between expert and consumer conceptual knowledge from online vaccine content.

PubMed

Amith, Muhammad; Cunningham, Rachel; Savas, Lara S; Boom, Julie; Schvaneveldt, Roger; Tao, Cui; Cohen, Trevor

2017-10-01

This study demonstrates the use of distributed vector representations and Pathfinder Network Scaling (PFNETS) to represent online vaccine content created by health experts and by laypeople. By analyzing a target audience's conceptualization of a topic, domain experts can develop targeted interventions to improve the basic health knowledge of consumers. The underlying assumption is that the content created by different groups reflects the mental organization of their knowledge. Applying automated text analysis to this content may elucidate differences between the knowledge structures of laypeople (heath consumers) and professionals (health experts). This paper utilizes vaccine information generated by laypeople and health experts to investigate the utility of this approach. We used an established technique from cognitive psychology, Pathfinder Network Scaling to infer the structure of the associational networks between concepts learned from online content using methods of distributional semantics. In doing so, we extend the original application of PFNETS to infer knowledge structures from individual participants, to infer the prevailing knowledge structures within communities of content authors. The resulting graphs reveal opportunities for public health and vaccination education experts to improve communication and intervention efforts directed towards health consumers. Our efforts demonstrate the feasibility of using an automated procedure to examine the manifestation of conceptual models within large bodies of free text, revealing evidence of conflicting understanding of vaccine concepts among health consumers as compared with health experts. Additionally, this study provides insight into the differences between consumer and expert abstraction of domain knowledge, revealing vaccine-related knowledge gaps that suggest opportunities to improve provider-patient communication. Copyright © 2017 Elsevier Inc. All rights reserved.

TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items

ERIC Educational Resources Information Center

Brese, Falk, Ed.

2012-01-01

The goal for selecting the released set of test items was to have approximately 25% of each of the full item sets for mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) that would represent the full range of difficulty, content, and item format used in the TEDS-M study. The initial step in the selection was to…

Pedagogical Content Knowledge of Sustainability

ERIC Educational Resources Information Center

Singer-Brodowski, Mandy

2017-01-01

Purpose: This paper's purpose is to describe students' learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.…

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

Practice-Based Measures of Elementary Science Teachers' Content Knowledge for Teaching: Initial Item Development and Validity Evidence. Research Report. ETS RR-17-43

ERIC Educational Resources Information Center

Mikeska, Jamie N.; Phelps, Geoffrey; Croft, Andrew J.

2017-01-01

This report describes efforts by a group of science teachers, teacher educators, researchers, and content specialists to conceptualize, develop, and pilot practice-based assessment items designed to measure elementary science teachers' content knowledge for teaching (CKT). The report documents the framework used to specify the content-specific…

Promoting Pedagogical Content Knowledge Development for Early Career Secondary Teachers in Science and Technology Using Content Representations

ERIC Educational Resources Information Center

Williams, John; Eames, Chris; Hume, Anne; Lockley, John

2012-01-01

Background: This research addressed the key area of early career teacher education and aimed to explore the use of a "content representation" (CoRe) as a mediational tool to develop early career secondary teacher pedagogical content knowledge (PCK). This study was situated in the subject areas of science and technology, where sound…

Developing and evaluating a paper-and-pencil test to assess components of physics teachers' pedagogical content knowledge

NASA Astrophysics Data System (ADS)

Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia

2016-05-01

Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional knowledge. The study reported in this paper was part of a bigger project with the broader goal of understanding teacher professional knowledge. We designed a test instrument to assess the professional knowledge of physics teachers (N = 186) in the dimensions of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK). A model describing the relationships between these three dimensions of professional knowledge was created to inform the design of the tests used to measure CK, PCK, and PK. In this paper, we describe the model with particular emphasis on the PCK part, and the subsequent PCK test development and its implementation in detail. We report different approaches to evaluate the PCK test, including the description of content validity, the examination of the internal structure of professional knowledge, and the analysis of construct validity by testing teachers across different school subjects, teachers from different school types, pre-service teachers, and physicists. Our findings demonstrate that our PCK test results could distinguish physics teachers from the other groups tested. The PCK test results could not be explained by teachers' CK or PK, cognitive abilities, computational skills, or science knowledge.

Chlamydia trachomatis Strain Types Have Diversified Regionally and Globally with Evidence for Recombination across Geographic Divides

PubMed Central

Smelov, Vitaly; Vrbanac, Alison; van Ess, Eleanne F.; Noz, Marlies P.; Wan, Raymond; Eklund, Carina; Morgan, Tyler; Shrier, Lydia A.; Sanders, Blake; Dillner, Joakim; de Vries, Henry J. C.; Morre, Servaas A.; Dean, Deborah

2017-01-01

Chlamydia trachomatis (Ct) is the leading cause of bacterial sexually transmitted diseases worldwide. The Ct Multi Locus Sequence Typing (MLST) scheme is effective in differentiating strain types (ST), deciphering transmission patterns and treatment failure, and identifying recombinant strains. Here, we analyzed 323 reference and clinical samples, including 58 samples from Russia, an area that has not previously been represented in Ct typing schemes, to expand our knowledge of the global diversification of Ct STs. The 323 samples resolved into 84 unique STs, a 3.23 higher typing resolution compared to the gold standard single locus ompA genotyping. Our MLST scheme showed a high discriminatory index, D, of 0.98 (95% CI 0.97–0.99) confirming the validity of this method for typing. Phylogenetic analyses revealed distinct branches for the phenotypic diseases of lymphogranuloma venereum, urethritis and cervicitis, and a sub-branch for ocular trachoma. Consistent with these findings, single nucleotide polymorphisms were identified that significantly correlated with each phenotype. While the overall number of unique STs per region was comparable across geographies, the number of STs was greater for Russia with a significantly higher ST/sample ratio of 0.45 (95% CI: 0.35–0.53) compared to Europe or the Americas (p < 0.009), which may reflect a higher level of sexual mixing with the introduction of STs from other regions and/or reassortment of alleles. Four STs were found to be significantly associated with a particular geographic region. ST23 [p = 0.032 (95% CI: 1–23)], ST34 [p = 0.019 (95% CI: 1.1–25)]; and ST19 [p = 0.001 (95% CI: 1.7–34.7)] were significantly associated with Netherlands compared to Russia or the Americas, while ST 30 [p = 0.031 (95% CI: 1.1–17.8)] was significantly associated with the Americas. ST19 was significantly associated with Netherlands and Russia compared with the Americans [p = 0.001 (95% CI: 1.7–34.7) and p = 0.006 (95% CI: 1.5–34.6), respectively]. Additionally, recombinant strains were ubiquitous in the data set [106 (32.8%)], although Europe had a significantly higher number than Russia or the Americas (p < 0.04), the majority of which were from Amsterdam [43 (87.8%) of 49)]. The higher number of recombinants in Europe indicates selective pressure and/or adaptive diversification that will require additional studies to elucidate. PMID:29180986

Richard A. Searfoss

NASA Technical Reports Server (NTRS)

2001-01-01

Richard A. Searfoss became a research pilot in the Flight Crew Branch of NASA's Dryden Flight Research Center, Edwards, Calif., in July 2001. He brought to Dryden more than 5,000 hours of military flying time and 939 hours in space. Searfoss served in the U.S. Air Force for more than 20 years, retiring with the rank of colonel. Following graduation in 1980 from Undergraduate Pilot Training at Williams Air Force Base, Ariz., Searfoss flew F-111s at RAF Lakenheath, England, and Mountain Home Air Force Base, Idaho. In 1988 he attended the U.S. Naval Test Pilot School, Patuxent River, Md., as a U.S. Air Force exchange officer. He was an instructor pilot at the U.S. Air Force Test Pilot School, Edwards Air Force Base, Calif., when selected for the astronaut program in January 1990. Searfoss became an astronaut in July 1991. A veteran of three space flights, Searfoss has logged 39 days in space. He served as STS-58 pilot on the seven-person life science research mission aboard Space Shuttle Columbia, launching from NASA's Kennedy Space Center, Fla., on Oct. 18, 1993, and landing at Edwards Air Force Base, Calif., on Nov. 1, 1993. The crew performed a number of medical experiments on themselves and 48 rats, expanding knowledge of human and animal physiology. Searfoss flew his second mission as pilot of STS-76 aboard the Space Shuttle Atlantis. During this nine-day mission, which launched March 22, 1996, the crew preformed the third docking of an American spacecraft with the Russian space station Mir. The crew transported to Mir nearly two tons of water, food, supplies, and scientific equipment, as well as U.S. Astronaut Shannon Lucid to begin her six-month stay in space. Completing 145 orbits, STS-76 landed at Edwards Air Force Base, Calif., on March 31, 1996. Searfoss commanded a seven-person crew on the STS-90 Neurolab mission launched on April 17, 1998. The crew served as both experiment subjects and operators for life science experiments focusing on the effects of microgravity on the brain and nervous system. STS-90 was the last and most complex of the 25 Spacelab missions. Completed in 256 orbits, STS-90 landed at Kennedy Space Center, Fla., on May 3, 1998. Searfoss is a 1978 graduate of the U.S. Air Force Academy with a bachelor of science degree in aeronautical engineering. He earned a master of science degree in aeronautics from the California Institute of Technology on a National Science Foundation Fellowship in 1979. He holds FAA Airline Transport Pilot, glider and flight instructor ratings.

An Examination of Preschool Prospective Teachers' Subject Matter Knowledge and Pedagogical Content Knowledge on Basic Geometric Shapes in Turkey

ERIC Educational Resources Information Center

Canturk-Gunhan, Berna; Cetingoz, Duygu

2013-01-01

The purpose of this study is to examine preschool preservice teachers' subject matter knowledge (SMK) and pedagogical content knowledge (PCK) of basic geometric shapes. The study employed case study method in order to investigate preschool preservice teachers' SMK and PCK on geometric shapes in actual classroom environment and to describe the…

The Use of the Interconnected Model of Teacher Professional Growth for Understanding the Development of Science Teachers' Knowledge on Models and Modelling

ERIC Educational Resources Information Center

Justi, Rosaria; van Driel, Jan

2006-01-01

Models play an important role in science education. However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate. From this perspective, a research project was designed which aimed at the development of beginning…

Epistemological Beliefs of Prospective Preschool Teachers and Their Relation to Knowledge, Perception, and Planning Abilities in the Field of Mathematics: A Process Model

ERIC Educational Resources Information Center

Dunekacke, Simone; Jenßen, Lars; Eilerts, Katja; Blömeke, Sigrid

2016-01-01

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers' mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers' perception and planning…

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) during a Long-Term Professional Development Program

ERIC Educational Resources Information Center

Rozenszajn, Ronit; Yarden, Anat

2014-01-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development…

Instrument validation process: a case study using the Paediatric Pain Knowledge and Attitudes Questionnaire.

PubMed

Peirce, Deborah; Brown, Janie; Corkish, Victoria; Lane, Marguerite; Wilson, Sally

2016-06-01

To compare two methods of calculating interrater agreement while determining content validity of the Paediatric Pain Knowledge and Attitudes Questionnaire for use with Australian nurses. Paediatric pain assessment and management documentation was found to be suboptimal revealing a need to assess paediatric nurses' knowledge and attitude to pain. The Paediatric Pain Knowledge and Attitudes Questionnaire was selected as it had been reported as valid and reliable in the United Kingdom with student nurses. The questionnaire required content validity determination prior to use in the Australian context. A two phase process of expert review. Ten paediatric nurses completed a relevancy rating of all 68 questionnaire items. In phase two, five pain experts reviewed the items of the questionnaire that scored an unacceptable item level content validity. Item and scale level content validity indices and intraclass correlation coefficients were calculated. In phase one, 31 items received an item level content validity index <0·78 and the scale level content validity index average was 0·80 which were below levels required for acceptable validity. The intraclass correlation coefficient was 0·47. In phase two, 10 items were amended and four items deleted. The revised questionnaire provided a scale level content validity index average >0·90 and an intraclass correlation coefficient of 0·94 demonstrating excellent agreement between raters therefore acceptable content validity. Equivalent outcomes were achieved using the content validity index and the intraclass correlation coefficient. To assess content validity the content validity index has the advantage of providing an item level score and is a simple calculation. The intraclass correlation coefficient requires statistical knowledge, or support, and has the advantage of accounting for the possibility of chance agreement. © 2016 John Wiley & Sons Ltd.

Teaching Badminton through Play Practice in Physical Education

ERIC Educational Resources Information Center

Kim, Insook

2017-01-01

There is a strong belief that teachers' in-depth content knowledge is key for effective teaching. Teachers who possess specialized content knowledge uniquely needed for teaching are capable of appropriately selecting, sequencing, representing and adapting content applicable for students with different learning needs. Beyond teachers' content…

The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

ERIC Educational Resources Information Center

Nagle, Courtney; Moore-Russo, Deborah

2013-01-01

In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

Elementary Teachers' Mathematical Knowledge for Teaching Prerequisite Algebra Concepts

ERIC Educational Resources Information Center

Welder, Rachael M.; Simonsen, Linda M.

2011-01-01

The current study investigated the effects of an undergraduate mathematics content course for pre-service elementary teachers. The participants' content knowledge was quantitatively measured using an instrument comprised of items from the Mathematical Knowledge for Teaching Measures (Hill, Schilling, & Ball, 2004). Using a one-group…

Can Pedagogical Concerns Eclipse Mathematical Knowledge?

ERIC Educational Resources Information Center

Creager, Mark A.; Jacobson, Erik; Aydeniz, Fetiye

2016-01-01

Mathematical knowledge for teaching (MKT) is often thought of as a transformed, mutually-influencing mixture of content and pedagogy. However when individuals' MKT does not integrate content and pedagogy, one type of knowledge can supersede the other, sometimes unconsciously. We exemplify this with Emma, a prospective elementary teacher, whose…

Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

Developing Learning Progression-Based Teacher Knowledge Measures

ERIC Educational Resources Information Center

Jin, Hui; Shin, HyoJeong; Johnson, Michele E.; Kim, JinHo; Anderson, Charles W.

2015-01-01

This study developed learning progression-based measures of science teachers' content knowledge (CK) and pedagogical content knowledge (PCK). The measures focus on an important topic in secondary science curriculum using scientific reasoning (i.e., tracing matter, tracing energy, and connecting scales) to explain plants gaining weight and…

Using doubly latent multilevel analysis to elucidate relationships between science teachers' professional knowledge and students' performance

NASA Astrophysics Data System (ADS)

Mahler, Daniela; Großschedl, Jörg; Harms, Ute

2017-01-01

Teachers make a difference for the outcome of their students in science classrooms. One focus in this context lies on teachers' professional knowledge. We describe this knowledge according to three domains, namely (1) content knowledge (CK), (2) pedagogical content knowledge (PCK), and (3) curricular knowledge (CuK). We hypothesise a positive relationship between these three domains and students' performance in science. Students' science performance was conceptualised by system thinking performance in the context of biology teaching. In order to test our hypothesis, we examined the relationship between the knowledge triplet CK, PCK, and CuK and students' performance. 48 biology teachers and their students (N = 1036) participated in this study. Teachers' content-related professional knowledge and students' performance were measured by paper-and-pencil tests. Moreover, we used concept maps to further assess students' performance. By specifying doubly latent models, we found a significant positive relationship between biology teachers' PCK and students' performance. On the contrary, the results reveal no relationship between CK and CuK and students' performance. These findings are discussed in respect to modelling the interrelationship of teachers' content-related professional knowledge and students' learning in science, as well as concerning their relevance for further research and teacher education programmes.

STS-124 and Expedition 17 crew portrait

NASA Image and Video Library

2008-06-09

S124-E-007905 (9 June 2008) --- The STS-124 and Expedition 17 crewmembers pose for a group portrait following a joint news conference from the newly installed Kibo Japanese Pressurized Module of the International Space Station while Space Shuttle Discovery is docked with the station. From the left (front row) are NASA astronauts Karen Nyberg, Garrett Reisman, both STS-124 mission specialists; Mark Kelly, STS-124 commander; Russian Federal Space Agency cosmonaut Sergei Volkov, Expedition 17 commander; and NASA astronaut Mike Fossum, STS-124 mission specialist. From the left (back row) are NASA astronaut Ron Garan, STS-124 mission specialist; Russian Federal Space Agency cosmonaut Oleg Kononenko, Expedition 17 flight engineer; NASA astronauts Ken Ham, STS-124 pilot; Greg Chamitoff, Expedition 17 flight engineer; and Japan Aerospace Exploration Agency astronaut Akihiko Hoshide, STS-124 mission specialist. Reisman, who joined the station's crew in March, is being replaced by Chamitoff, who arrived at the station with the STS-124 crew.

Stilbene content and expression of stilbene synthase genes in cell cultures of Vitis amurensis treated with cinnamic and caffeic acids.

PubMed

Tyunin, Alexey P; Nityagovsky, Nikolay N; Grigorchuk, Valeria P; Kiselev, Konstantin V

2018-03-01

It has previously been shown that exogenous application of p-coumaric acid (CA), a precursor of phenolic compounds, improved stilbene production in cell cultures of Vitis amurensis. This study examines the effect of cinnamic (Cin) and caffeic (Caf) acids, which are also phenolic precursors, on stilbene biosynthesis in the cell cultures. Five stilbenes, t-resveratrol diglucoside, t-piceid (t-resveratrol glucoside), t-resveratrol, t-ε-viniferin, and t-δ-viniferin, were found in the treated and untreated cells. Cin acid increased the total stilbene production in the grape cell cultures 2.3-3.5 times in comparison with that in the untreated cells. Caf acid increased the total stilbene production by 1.8- to 1.9-fold, but this increase was not considerably different from stilbene production in the untreated cells. Cin acid affected the total stilbene production via a marked increase in the content of t-resveratrol diglucoside (up to 2.2 times), t-piceid (up to three times), t-resveratrol (up to 5.1 times), t-ε-viniferin (up to eight times), and t-δ-viniferin (up to 9.2 times). Transcription levels of VaSTS5, 6, 7, 8, and 10 genes considerably increased under 0.1, 0.25, and 0.5 mM Cin acid. These results indicate that Cin acid increased stilbene production in V. amurensis calli via a selective enhancement of STS gene expression. © 2017 International Union of Biochemistry and Molecular Biology, Inc.

Content and Knowledge Management in a Digital Library and Museum.

ERIC Educational Resources Information Center

Yeh, Jian-Hua; Chang, Jia-Yang; Oyang, Yen-Jen

2000-01-01

Discusses the design of the National Taiwan University Digital Library and Museum that addresses both content and knowledge management. Describes a two-tier repository architecture that facilitates content management, includes an object-oriented model to facilitate the management of temporal information, and eliminates the need to manually…

Technological Pedagogical Content Knowledge of Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Handal, Boris; Campbell, Chris; Cavanagh, Michael; Petocz, Peter; Kelly, Nick

2013-01-01

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The…

Influence of Constructivist Professional Development on Chemistry Content Knowledge and Scientific Model Development

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia; Fenk, Christopher

2009-01-01

The purpose of this study was to explore the relationship between teachers' (N = 69) participation in constructivist chemistry professional development (PD) and enhancement of content (CK) and pedagogical content knowledge (PCK) (representational thinking and conceptual change strategies) and self-efficacy (PSTE). Quantitative measures assessed…

Undergraduate Professors' Pedagogical Content Knowledge: The Case of "Amount of Substance"

ERIC Educational Resources Information Center

Padilla, Kira; Ponce-de-Leon, Ana Maria; Rembado, Florencia Mabel; Garritz, Andoni

2008-01-01

This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual…

Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Satterfield, Teresa; Benki, José R.; Vaquero, Juana; Ungco, Camille

2017-01-01

This article bridges research to practice by summarizing an interactive content-enriched shared book reading approach that Spanish-speaking parents of preschool-age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education…

The Role of Content Knowledge in Ill-Structured Problem Solving for High School Physics Students

NASA Astrophysics Data System (ADS)

Milbourne, Jeff; Wiebe, Eric

2018-02-01

While Physics Education Research has a rich tradition of problem-solving scholarship, most of the work has focused on more traditional, well-defined problems. Less work has been done with ill-structured problems, problems that are better aligned with the engineering and design-based scenarios promoted by the Next Generation Science Standards. This study explored the relationship between physics content knowledge and ill-structured problem solving for two groups of high school students with different levels of content knowledge. Both groups of students completed an ill-structured problem set, using a talk-aloud procedure to narrate their thought process as they worked. Analysis of the data focused on identifying students' solution pathways, as well as the obstacles that prevented them from reaching "reasonable" solutions. Students with more content knowledge were more successful reaching reasonable solutions for each of the problems, experiencing fewer obstacles. These students also employed a greater variety of solution pathways than those with less content knowledge. Results suggest that a student's solution pathway choice may depend on how she perceives the problem.

Comparing the Major Definitions of Mathematics Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Johnson, Jeffrey

2017-01-01

The purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK). As part of a larger study, nine current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT)--Mathematics assessment and the Cognitively Activating Instruction in Mathematics…

Synthesis of Survey Questions That Accurately Discriminate the Elements of the TPACK Framework

ERIC Educational Resources Information Center

Jaikaran-Doe, Seeta; Doe, Peter Edward

2015-01-01

A number of validated survey instruments for assessing technological pedagogical content knowledge (TPACK) do not accurately discriminate between the seven elements of the TPACK framework particularly technological content knowledge (TCK) and technological pedagogical knowledge (TPK). By posing simple questions that assess technological,…

Rock-Solid Support: Florida District Weighs Effectiveness of Science Professional Learning

ERIC Educational Resources Information Center

Shear, Linda; Penuel, William R.

2010-01-01

The best science teachers are not only experts in teaching and knowledgeable about science content, but they are also great at teaching science. They have specialized teaching knowledge, including knowledge of effective pedagogical practices in science, student difficulties with understanding content, and curricular purposes. As a result,…

Using Delphi Methodology to Design Assessments of Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Manizade, Agida Gabil; Mason, Marguerite M.

2011-01-01

Descriptions of methodologies that can be used to create items for assessing teachers' "professionally situated" knowledge are lacking in mathematics education research literature. In this study, researchers described and used the Delphi method to design an instrument to measure teachers' pedagogical content knowledge. The instrument focused on a…

Validating and Modelling Technological Pedagogical Content Knowledge Framework among Asian Preservice Teachers

ERIC Educational Resources Information Center

Chai, Ching Shing; Ng, Eugenia M. W.; Li, Wenhao; Hong, Huang-Yao; Koh, Joyce H. L.

2013-01-01

The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey…

Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

Toward Improving the Mathematics Preparation of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Cardetti, Fabiana; Truxaw, Mary P.

2014-01-01

Research suggests the importance of mathematics knowledge for teaching (MKT) for enabling elementary school teachers to effectively teach mathematics. MKT involves both mathematical content knowledge (M-CK) and mathematical pedagogical content knowledge (M-PCK). However, there is no consensus on how best to prepare elementary preservice teachers…

A Qualitative Approach to Assessing Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Groth, Randall; Spickler, Donald; Bergner, Jennifer; Bardzell, Michael

2009-01-01

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers' development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson…

The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Campbell, Patricia F.; Nishio, Masako; Smith, Toni M.; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

2014-01-01

This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher…

Teaching and Assessing Content Knowledge in Preservice Physical Education

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip; Stuhr, Paul T.

2010-01-01

Most content knowledge (CK) courses in physical education teacher education focus mostly on knowledge of rules, etiquette, techniques, tactics, and performance of the activity. Much less emphasis is placed on error detection and instructional tasks. This article therefore presents teaching and assessment strategies that facilitate the acquisition…

Technological Pedagogical Content Knowledge Development: Integrating Technology with a Research Teaching Perspective

ERIC Educational Resources Information Center

Guerra, Cecilia; Moreira, Antonio; Vieira, Rui

2017-01-01

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using…

Pre-Service Teachers' Mathematics Content Knowledge: Implications for How Mathematics Is Taught in Higher Education

ERIC Educational Resources Information Center

Lowrie, Tom; Jorgensen, Robyn

2016-01-01

This investigation explored pre-service teachers' mathematics content knowledge (MCK) and beliefs associated with mathematics education practices. An Exploratory Factor Analysis, conducted on a beliefs and attitudes questionnaire, produced three common attitude factors associated with (1) inquiry-based teaching; (2) how mathematics knowledge is…

Reading about the actions of others: biological motion imagery and action congruency influence brain activity.

PubMed

Deen, Ben; McCarthy, Gregory

2010-05-01

Prior neuroimaging research has implicated regions within and near the posterior superior temporal sulcus (pSTS) in the visual processing of biological motion and of the intentions implied by specific movements. However, it is unknown whether this region is engaged during the processing of human motion at a conceptual level, such as during story comprehension. Here, we obtained functional magnetic resonance images from subjects reading brief stories that described a human character's background and then concluded with an action or decision made by the character. Half of the stories contained incidental descriptions of biological motion (such as the character's walking or grasping) while the remaining half did not. As a second factor, the final action of the story was either congruent or incongruent with the character's background and implied goals and intentions. Stories that contained biological motion strongly activated the pSTS bilaterally, along with ventral temporal areas, premotor cortex, left motor cortex, and the precuneus. Active regions of pSTS in individual subjects closely overlapped with regions identified with a separate biological motion localizer (point-light display) task. Reading incongruent versus congruent stories activated dorsal anterior cingulate cortex and bilateral anterior insula. These results support the hypothesis that reading can engage higher visual cortex in a content-specific manner, and suggest that the presence of biological motion should be controlled as a potential confound in fMRI studies using story comprehension tasks. 2010. Published by Elsevier Ltd.

KAT: A Flexible XML-based Knowledge Authoring Environment

PubMed Central

Hulse, Nathan C.; Rocha, Roberto A.; Del Fiol, Guilherme; Bradshaw, Richard L.; Hanna, Timothy P.; Roemer, Lorrie K.

2005-01-01

As part of an enterprise effort to develop new clinical information systems at Intermountain Health Care, the authors have built a knowledge authoring tool that facilitates the development and refinement of medical knowledge content. At present, users of the application can compose order sets and an assortment of other structured clinical knowledge documents based on XML schemas. The flexible nature of the application allows the immediate authoring of new types of documents once an appropriate XML schema and accompanying Web form have been developed and stored in a shared repository. The need for a knowledge acquisition tool stems largely from the desire for medical practitioners to be able to write their own content for use within clinical applications. We hypothesize that medical knowledge content for clinical use can be successfully created and maintained through XML-based document frameworks containing structured and coded knowledge. PMID:15802477

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems.

PubMed

DesAutels, Spencer J; Fox, Zachary E; Giuse, Dario A; Williams, Annette M; Kou, Qing-Hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems.

Pedagogical Content Knowledge Development and Pre-Service Physics Teacher Education: A Case Study

NASA Astrophysics Data System (ADS)

Sperandeo-Mineo, R. M.; Fazio, C.; Tarantino, G.

2006-09-01

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study investigates the development of PCK within a group of 28 pre-service physics teachers during the first semester of their two-year post-graduate teacher education program. It focuses on the central issue of the relationships between observable phenomena, like macroscopic thermal properties of matter and their interpretation and/or explanation in terms of corpuscular characteristics and/or thermodynamics theory. The strategy is based on the consideration that knowledge transformation is not a one-way process from subject matter knowledge to pedagogical content knowledge, as literature suggests, but a bidirectional process involving deepening of subject matter knowledge and increasing awareness of pedagogical issues.

The Place of Subject Matter Knowledge in Pedagogical Content Knowledge: A Case Study of South African Teachers Teaching the Amount of Substance and Chemical Equilibrium

ERIC Educational Resources Information Center

Rollnick, Marissa; Bennett, Judith; Rhemtula, Mariam; Dharsey, Nadine; Ndlovu, Thandi

2008-01-01

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

The Effect of Tenebrio obscurus on Elementary Preservice Teachers' Content Knowledge, Attitudes, and Self-efficacy

NASA Astrophysics Data System (ADS)

Weinburgh, Molly

2007-12-01

This study explores the extent to which an activity used in an elementary science methods course affected the preservice teachers’ content knowledge, attitudes, and self-efficacy. The participants were 172 students enrolled in five sections of elementary science methods. Students participated in a 9-week investigation on life cycles using mealworms ( Tenebrio obscurus). Multiple data sources indicate that most of the students had limited prior content knowledge about mealworms, expressed neutral attitudes toward mealworms upon first exposure to them, and were uncomfortable with the idea of having to teach with and about them. At the end of 9 weeks, content knowledge on mealworms had greatly improved. The preservice teachers’ attitudes about mealworms and their self-efficacy about using mealworms with children had also improved.

Under one big sky: Elementary pre-service teachers use inquiry to learn about the moon, construct knowledge, and teach elementary students around the world via the Internet

NASA Astrophysics Data System (ADS)

Lee, Luann Christensen

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon's phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More Observations On Nature), an exploration of inquiry teaching via e-learning, matched the pre-service elementary teacher participants with schoolchildren in grades 4-8 around the world. Upon completion of a 4-week moon observation phase, the participants led the schoolchildren in a discussion of their observations via Blackboard(TM). This mixed methods study followed a quasi-experimental non-equivalent control group design. The participants' content knowledge, pedagogical content knowledge and perceptions about their knowledge were documented using questionnaires, essays, and tests as they entered this experience and again as they exited. Qualitative and quantitative methods and analysis established that the increase in pre-service teachers' content and pedagogical content knowledge (PCK) as well as their perceptions of the knowledge gained was statistically significant at the conclusion of the project. However, they took away understandings of why the moon changes shape that were basic at best and fraught with a statistically significant increase in misconceptions. None of the instruments supported the pre-service teachers' perceptions of increased PCK. The pre-service teachers had mixed perceptions about teaching over the Internet, mostly due to the degree to which their elementary student groups responded with focus to questions and discussions or, in some cases, participated at all. The findings and recommendations speak to teacher educators about the methodology used in teacher education programs.

Science, Technology, and Society: A Perspective on the Enhancement of Scientific Education

ERIC Educational Resources Information Center

Courville, Keith

2009-01-01

(Purpose) This literature review discusses the history and application of science, technology, and society (STS) teaching methodologies. (Findings) Topics addressed in this paper include: (1) developmental history of STS; (2) fundamental beliefs of STS practitioners; (3) STS methodology in the classroom; (4) Difficulty in implementing STS; (5) STS…

Shuttle flight data and in-flight anomaly list. STS-1 through STS-50, and STS-52 through STS-56. Revision T

NASA Technical Reports Server (NTRS)

1993-01-01

This report contains mission data for space shuttle flights and consists of three sections. The first section is a listing of shuttle flight data for flights STS-1 through STS-55 gathered during the mission evaluation process. The second section is a listing of all orbiter in-flight anomalies arranged in order by affected Work Unit Codes of the failed items from shuttle flights STS-1 through STS-50 and STS-52 through STS-56. The third section consists of data derived from the as-flown orbiter attitude timelines and crew activity plans for each mission. The data are presented in chart form and show the progression of the mission from launch to entry interface with the varying orbiter attitudes (roll, pitch, and yaw) and the time duration in each attitude. The chart also shows the orbiter's velocity vector, i.e., which of the orbiter's body axes is pointing forward along the orbital path. The Beta angle, the angle between the sun vector and the orbital plane, is also shown for each 12-hour period of the mission.

The Evaluation of the Impact of Age, Skin Tags, Metabolic Syndrome, Body Mass Index, and Smoking on Homocysteine, Endothelin-1, High-sensitive C-reactive Protein, and on the Heart.

PubMed

El Safoury, Omar Soliman; Ezzat, Marwa; Abdelhamid, Mahmoud F; Shoukry, Nadia; Badawy, Ehssan

2013-07-01

Skin tags (STs) are small, pedunculated skin-colored or brown papules that occur around any site where skin folds occur. The literature is short of comprehensive and controlled clinical studies aimed to evaluate the atherogenic risk factors in patients with STs. The aim of this study is to evaluate the impact of age, STs, metabolic syndrome (METs), body mass index (BMI), and smoking on homocysteine (Hcy), endothelin-1 (ET-1), high-sensitive C-reactive protein (Hs-CRP), and on cardiovascular diseases. This study included 30 cardiac patients with STs, 30 non-cardiac patients with STs, and 30 healthy controls with neither heart disease nor STs. History of smoking, measurement of height, weight, BMI, waist circumference (WC), blood pressure, STs number, color, acanthosis nigricans, estimation of serum level of fasting glucose, triglycerides (TGs), cholesterol, high-dense lipoproteins (HDL), Hcy, ET-1, Hs-CRP, and the presence of the METs were elicited in the three groups. Regarding the Hcy, ET-1, and Hs-CRP, the cardiac-STs group showed the highest levels and the control group showed the least (P < 0.001). The percents of patients with METs were 56.7% in the cardiac-STs, 40% in the non-cardiac-STs, and 0% in the control group (P < 0.001). Mean BMI exceeded the limit of obesity in the cardiac-STs group (30.9 ± 3.9) and the non-cardiac-STs group (32.6 ± 6) and was normal in the control group (24.7 ± 2.8). Hyperpigmented STs were present in 66.7% of the cardiac-STs group. Multivariate regression analysis for the independent effectors on Hcy level were the presence of STs (P < 0.001), METs (P = 0.001), and BMI (P = 0.024). Regarding ET-1, the effectors were the presence of STs and METs (P = 0.032). For Hs-CRP, effectors were the presence of STs (P < 0.001) and smoking (P = 0.040). Multivariate logistic regression of the predictors of cardiac disease showed that the independent predictors of the occurrence of cardiac disease were BMI (P < 0.001), STs (P = 0.002), and METs (P = 0.037). STs may act as a physical sign of underlying raised cardiac atherogenic factors. This may indicates an ongoing risk on coronary circulation which may indicate further corrective action, hopefully early enough. The association of ST with obesity and METs represents a Bermuda Triangle that act against the heart.

Neuromodulatory Effects of Auditory Training and Hearing Aid Use on Audiovisual Speech Perception in Elderly Individuals

PubMed Central

Yu, Luodi; Rao, Aparna; Zhang, Yang; Burton, Philip C.; Rishiq, Dania; Abrams, Harvey

2017-01-01

Although audiovisual (AV) training has been shown to improve overall speech perception in hearing-impaired listeners, there has been a lack of direct brain imaging data to help elucidate the neural networks and neural plasticity associated with hearing aid (HA) use and auditory training targeting speechreading. For this purpose, the current clinical case study reports functional magnetic resonance imaging (fMRI) data from two hearing-impaired patients who were first-time HA users. During the study period, both patients used HAs for 8 weeks; only one received a training program named ReadMyQuipsTM (RMQ) targeting speechreading during the second half of the study period for 4 weeks. Identical fMRI tests were administered at pre-fitting and at the end of the 8 weeks. Regions of interest (ROI) including auditory cortex and visual cortex for uni-sensory processing, and superior temporal sulcus (STS) for AV integration, were identified for each person through independent functional localizer task. The results showed experience-dependent changes involving ROIs of auditory cortex, STS and functional connectivity between uni-sensory ROIs and STS from pretest to posttest in both cases. These data provide initial evidence for the malleable experience-driven cortical functionality for AV speech perception in elderly hearing-impaired people and call for further studies with a much larger subject sample and systematic control to fill in the knowledge gap to understand brain plasticity associated with auditory rehabilitation in the aging population. PMID:28270763

An evaluation of traffic-awareness campaign videos: empathy induction is associated with brain function within superior temporal sulcus.

PubMed

Zelinková, Jana; Shaw, Daniel J; Mareček, Radek; Mikl, Michal; Urbánek, Tomáš; Havlíčková, Darina; Zámečník, Petr; Haitová, Petra; Brázdil, Milan

2014-08-12

Acting appropriately within social contexts requires an ability to appreciate others' mental and emotional states. Indeed, some campaign programs designed to reduce anti-social behaviour seek to elicit empathy for the victims. The effectiveness of these campaigns can be evaluated according to the degree to which they induce such responses, but by applying neuroscientific techniques this can be done at the behavioural and neurophysiological level. Neuroimaging studies aimed at identifying the neural mechanisms behind such socio-cognitive and -emotional processes frequently reveal the role of the superior temporal sulcus (STS). We applied this knowledge to assess the effectiveness of traffic-awareness campaign adverts to induce empathic expression. Functional magnetic resonance imaging (fMRI) data were acquired from 20 healthy male volunteers as they watched these campaign videos consisting of a dramatic sequence of events and catastrophic endings, and control videos without such dramatic endings. Among other structures, a significantly greater neural response was observed within bilateral STS, particularly within the right hemisphere, during the observation of campaign relative to control videos. Furthermore, activation in these brain regions correlated with the subjects' empathic expression. Our results develop our understanding of the role of STS in social cognition. Moreover, our data demonstrate the utility of neuroscientific methods when evaluating the effectiveness of campaign videos in terms of their ability to elicit empathic responses. Our study also demonstrates the utility of these specific stimuli for future neuroscientific research.

An evaluation of traffic-awareness campaign videos: empathy induction is associated with brain function within superior temporal sulcus

PubMed Central

2014-01-01

Acting appropriately within social contexts requires an ability to appreciate others’ mental and emotional states. Indeed, some campaign programs designed to reduce anti-social behaviour seek to elicit empathy for the victims. The effectiveness of these campaigns can be evaluated according to the degree to which they induce such responses, but by applying neuroscientific techniques this can be done at the behavioural and neurophysiological level. Neuroimaging studies aimed at identifying the neural mechanisms behind such socio-cognitive and -emotional processes frequently reveal the role of the superior temporal sulcus (STS). We applied this knowledge to assess the effectiveness of traffic-awareness campaign adverts to induce empathic expression. Functional magnetic resonance imaging (fMRI) data were acquired from 20 healthy male volunteers as they watched these campaign videos consisting of a dramatic sequence of events and catastrophic endings, and control videos without such dramatic endings. Among other structures, a significantly greater neural response was observed within bilateral STS, particularly within the right hemisphere, during the observation of campaign relative to control videos. Furthermore, activation in these brain regions correlated with the subjects’ empathic expression. Our results develop our understanding of the role of STS in social cognition. Moreover, our data demonstrate the utility of neuroscientific methods when evaluating the effectiveness of campaign videos in terms of their ability to elicit empathic responses. Our study also demonstrates the utility of these specific stimuli for future neuroscientific research. PMID:25118071

Neuromodulatory Effects of Auditory Training and Hearing Aid Use on Audiovisual Speech Perception in Elderly Individuals.

PubMed

Yu, Luodi; Rao, Aparna; Zhang, Yang; Burton, Philip C; Rishiq, Dania; Abrams, Harvey

2017-01-01

Although audiovisual (AV) training has been shown to improve overall speech perception in hearing-impaired listeners, there has been a lack of direct brain imaging data to help elucidate the neural networks and neural plasticity associated with hearing aid (HA) use and auditory training targeting speechreading. For this purpose, the current clinical case study reports functional magnetic resonance imaging (fMRI) data from two hearing-impaired patients who were first-time HA users. During the study period, both patients used HAs for 8 weeks; only one received a training program named ReadMyQuips TM (RMQ) targeting speechreading during the second half of the study period for 4 weeks. Identical fMRI tests were administered at pre-fitting and at the end of the 8 weeks. Regions of interest (ROI) including auditory cortex and visual cortex for uni-sensory processing, and superior temporal sulcus (STS) for AV integration, were identified for each person through independent functional localizer task. The results showed experience-dependent changes involving ROIs of auditory cortex, STS and functional connectivity between uni-sensory ROIs and STS from pretest to posttest in both cases. These data provide initial evidence for the malleable experience-driven cortical functionality for AV speech perception in elderly hearing-impaired people and call for further studies with a much larger subject sample and systematic control to fill in the knowledge gap to understand brain plasticity associated with auditory rehabilitation in the aging population.

The effects of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science

NASA Astrophysics Data System (ADS)

Logerwell, Mollianne G.

The purpose of this study was to investigate the impact of a summer science camp teaching experience on preservice elementary teachers' science teaching efficacy, science content knowledge, and understanding of the nature of science. Master's degree students enrolled in the elementary Fairfax Partnership Schools (FPS, n = 21) cohort served as the treatment group, while those enrolled in the Loudoun Partnership Schools (LPS, n = 15) and Professional Development Schools (PDS, n = 24) cohorts at George Mason University served as the control groups. The treatment group planned for and taught a two-week inquiry- and problem-based summer science camp as part of their science methods course, while the control groups did not. The Science Teaching Efficacy Belief Instrument (STEBI), a science content assessment, a personal data questionnaire, and a modified version of the Views of Nature of Science Questionnaire (VNOS-C) were administered to the participants at the beginning and end of their science methods course. Analyses revealed significant increases for the FPS group in general science teaching efficacy, personal science teaching efficacy, science teaching outcome expectancy, general science knowledge, biology content knowledge, chemistry content knowledge, and understanding of NOS; the LPS group in general science teaching efficacy, personal science teaching efficacy, chemistry content knowledge, and understanding of NOS; and, the PDS group in general science teaching efficacy, personal science teaching efficacy, and chemistry content knowledge. Additionally, the FPS group had significantly higher general science teaching efficacy than both control groups, personal science teaching efficacy than the PDS group, and understanding of NOS than the LPS group. Overall, the findings indicate that course length is not as important for developing preservice teachers' teaching efficacy and understanding of content as having connected, authentic field-based teaching experiences that are based on best-practices research and coupled with methodological instruction.

The functional organization of the left STS: a large scale meta-analysis of PET and fMRI studies of healthy adults

PubMed Central

Liebenthal, Einat; Desai, Rutvik H.; Humphries, Colin; Sabri, Merav; Desai, Anjali

2014-01-01

The superior temporal sulcus (STS) in the left hemisphere is functionally diverse, with sub-areas implicated in both linguistic and non-linguistic functions. However, the number and boundaries of distinct functional regions remain to be determined. Here, we present new evidence, from meta-analysis of a large number of positron emission tomography (PET) and functional magnetic resonance imaging (fMRI) studies, of different functional specificity in the left STS supporting a division of its middle to terminal extent into at least three functional areas. The middle portion of the left STS stem (fmSTS) is highly specialized for speech perception and the processing of language material. The posterior portion of the left STS stem (fpSTS) is highly versatile and involved in multiple functions supporting semantic memory and associative thinking. The fpSTS responds to both language and non-language stimuli but the sensitivity to non-language material is greater. The horizontal portion of the left STS stem and terminal ascending branches (ftSTS) display intermediate functional specificity, with the anterior-dorsal ascending branch (fatSTS) supporting executive functions and motor planning and showing greater sensitivity to language material, and the horizontal stem and posterior-ventral ascending branch (fptSTS) supporting primarily semantic processing and displaying greater sensitivity to non-language material. We suggest that the high functional specificity of the left fmSTS for speech is an important means by which the human brain achieves exquisite affinity and efficiency for native speech perception. In contrast, the extreme multi-functionality of the left fpSTS reflects the role of this area as a cortical hub for semantic processing and the extraction of meaning from multiple sources of information. Finally, in the left ftSTS, further functional differentiation between the dorsal and ventral aspect is warranted. PMID:25309312

STS-6 MISSION OPERATIONS CONTROL ROOM (MOCR) ACTIVITIES - DAY 5 - JSC

NASA Image and Video Library

1983-04-09

Various views of STS-6 MOCR activities during Day-5 with Vice-Pres. George Bush, Cap Communicator Bridges, JSC Director Gerald Griffin, Eugene F. Kranz, NASA Admin. James M. Beggs, Cap Com Astronaut O'Connor, Flight Directors Jay H. Greene, Gary E. Coen, and Harold Draughon. 1. BUSH, GEORGE, VICE-PRES. - STS-6 MOCR 2. DIR. GRIFFIN, GERALD D. - STS-6 MOCR 3. ADMIN. BEGGS, JAMES M. - STS-6 MOCR 4. FLT. DIRECTORS - STS-6 JSC, HOUSTON, TX Also available in 35 CN

What an ambulance nurse needs to know: a content analysis of curricula in the specialist nursing programme in prehospital emergency care.

PubMed

Sjölin, Helena; Lindström, Veronica; Hult, Håkan; Ringsted, Charlotte; Kurland, Lisa

2015-04-01

In Sweden, ambulances must be staffed by at least one registered nurse. Twelve universities offer education in ambulance nursing. There is no national curriculum for detailed course content and there is a lack of knowledge about the educational content that deals with the ambulance nurse practical professional work. The aim of this study was to describe the content in course curricula for ambulance nurses. A descriptive qualitative research design with summative content analysis was used. Data were generated from 49 courses in nursing and medical science. The result shows that the course content can be described as medical, nursing and contextual knowledge with a certain imbalance with largest focus on medical knowledge. There is least focus on nursing, the registered nurses' main profession. This study clarifies how the content in the education for ambulance nurses in Sweden looks today but there are reasons to discuss the content distribution. Copyright © 2014 Elsevier Ltd. All rights reserved.

Molecular Epidemiology of Blastocystis sp. in Various Animal Groups from Two French Zoos and Evaluation of Potential Zoonotic Risk

PubMed Central

Moriniere, Romain; Gantois, Nausicaa; Benamrouz-Vanneste, Sadia; Delgado-Viscogliosi, Pilar; Guyot, Karine; Li, Luen-Luen; Monchy, Sébastien; Noël, Christophe; Poirier, Philippe; Nourrisson, Céline; Wawrzyniak, Ivan; Delbac, Frédéric; Bosc, Stéphanie; Chabé, Magali; Petit, Thierry; Certad, Gabriela; Viscogliosi, Eric

2017-01-01

Blastocystis sp. is a common intestinal parasite infecting humans and a wide range of animals worldwide. It exhibits an extensive genetic diversity and 17 subtypes (STs) have thus far been identified in mammalian and avian hosts. Since several STs are common to humans and animals, it was proposed that a proportion of human infections may result from zoonotic transmission. However, the contribution of each animal source to human infection remains to be clarified. Therefore, the aim of this study was to expand our knowledge of the epidemiology and host specificity of this parasite by performing the largest epidemiological survey ever conducted in animal groups in terms of numbers of species screened. A total of 307 stool samples from 161 mammalian and non-mammalian species in two French zoos were screened by real-time PCR for the presence of Blastocystis sp. Overall, 32.2% of the animal samples and 37.9% of the species tested were shown to be infected with the parasite. A total of 111 animal Blastocystis sp. isolates were subtyped, and 11 of the 17 mammalian and avian STs as well as additional STs previously identified in reptiles and insects were found with a varying prevalence according to animal groups. These data were combined with those obtained from previous surveys to evaluate the potential risk of zoonotic transmission of Blastocystis sp. through the comparison of ST distribution between human and animal hosts. This suggests that non-human primates, artiodactyls and birds may serve as reservoirs for human infection, especially in animal handlers. In contrast, other mammals such as carnivores, and non-mammalian groups including reptiles and insects, do not seem to represent significant sources of Blastocystis sp. infection in humans. In further studies, more intensive sampling and screening of potential new animal hosts will reinforce these statements and expand our understanding of the circulation of Blastocystis sp. in animal and human populations. PMID:28060901

Molecular Epidemiology of Blastocystis sp. in Various Animal Groups from Two French Zoos and Evaluation of Potential Zoonotic Risk.

PubMed

Cian, Amandine; El Safadi, Dima; Osman, Marwan; Moriniere, Romain; Gantois, Nausicaa; Benamrouz-Vanneste, Sadia; Delgado-Viscogliosi, Pilar; Guyot, Karine; Li, Luen-Luen; Monchy, Sébastien; Noël, Christophe; Poirier, Philippe; Nourrisson, Céline; Wawrzyniak, Ivan; Delbac, Frédéric; Bosc, Stéphanie; Chabé, Magali; Petit, Thierry; Certad, Gabriela; Viscogliosi, Eric

2017-01-01

Blastocystis sp. is a common intestinal parasite infecting humans and a wide range of animals worldwide. It exhibits an extensive genetic diversity and 17 subtypes (STs) have thus far been identified in mammalian and avian hosts. Since several STs are common to humans and animals, it was proposed that a proportion of human infections may result from zoonotic transmission. However, the contribution of each animal source to human infection remains to be clarified. Therefore, the aim of this study was to expand our knowledge of the epidemiology and host specificity of this parasite by performing the largest epidemiological survey ever conducted in animal groups in terms of numbers of species screened. A total of 307 stool samples from 161 mammalian and non-mammalian species in two French zoos were screened by real-time PCR for the presence of Blastocystis sp. Overall, 32.2% of the animal samples and 37.9% of the species tested were shown to be infected with the parasite. A total of 111 animal Blastocystis sp. isolates were subtyped, and 11 of the 17 mammalian and avian STs as well as additional STs previously identified in reptiles and insects were found with a varying prevalence according to animal groups. These data were combined with those obtained from previous surveys to evaluate the potential risk of zoonotic transmission of Blastocystis sp. through the comparison of ST distribution between human and animal hosts. This suggests that non-human primates, artiodactyls and birds may serve as reservoirs for human infection, especially in animal handlers. In contrast, other mammals such as carnivores, and non-mammalian groups including reptiles and insects, do not seem to represent significant sources of Blastocystis sp. infection in humans. In further studies, more intensive sampling and screening of potential new animal hosts will reinforce these statements and expand our understanding of the circulation of Blastocystis sp. in animal and human populations.

Genetic Relatedness and Novel Sequence Types of Non-O157 Shiga Toxin-Producing Escherichia coli Strains Isolated in Argentina.

PubMed

Cadona, Jimena S; Bustamante, Ana V; González, Juliana; Sanso, A Mariel

2016-01-01

Shiga toxin-producing Escherichia coli (STEC) is a foodborne pathogen responsible for severe disease in humans such as hemolytic uremic syndrome (HUS) and cattle, the principal reservoir. Identification of the clones/lineages is important as several characteristics, among them propensity to cause disease varies with STEC phylogenetic origin. At present, we do not know what STEC clones, especially of non-O157:H7, are circulating in Argentina. To fill this knowledge gap we assessed the genetic diversity of STEC strains isolated in Argentina from various sources, mostly cattle and food, using multilocus sequence typing (MLST). Our objectives were to determine the phylogenetic relationships among strains and to compare them with strains from different geographic origins, especially with those from clinical human cases, in order to evaluate their potential health risk. A total of 59 STEC isolates from 41 serotypes were characterized by MLST. Analysis using EcMLST database identified 38 sequence types (ST), 17 (45%) of which were new STs detected in 18 serotypes. Fifteen out of 38 STs identified were grouped into 11 clonal groups (CGs) and, 23 not grouped in any of the defined CGs. Different STs were found in the same serotype. Results highlighted a high degree of phylogenetic heterogeneity among Argentinean strains and they showed that several cattle and food isolates belonged to the same STs that are commonly associated with clinical human cases in several geographical areas. STEC is a significant public health concern. Argentina has the highest incidence of HUS in the world and this study provides the first data about which STEC clones are circulating. Data showed that most of them might pose a serious zoonotic risk and this information is important for developing public health initiatives. However, the actual potential risk will be defined by the virulence profiles, which may differ among isolates belonging to the same ST.

Analysis of pedagogical content knowledge (PCK) ability of science teachers in planning and reflecting on environmental pollution content

NASA Astrophysics Data System (ADS)

Purwianingsih, W.; Mardiyah, A.

2018-05-01

Pedagogical Content Knowledge (PCK) is a blend of content knowledge and pedagogy knowledge, which can illustrate the ability of teachers to design and to teach a content by accessing what they knows about the material, students, curriculum and how best to teach the content. Description of PCK ability of science teachers can be accessed through an analysis of their ability to plan and reflect on learning. This study aims to provide an overview of teachers’ PCK skills on environmental pollution materials through use of Content Representation (CoRe) and Pedagogical and Professional-experience Repertoires (PaP-eRs). Descriptive method used in this study with six of science teachers on 7th class from three different schools as subject. The results show that teachers’ PCK skills in planning through CoRe and reflecting through PaP-eRs are in fairly good category. The teacher’s ability in implementing environmental pollution learning materials is in good category. However, there is still a discrepancy between planning through CoRe and the implementation of classroom learning. The teacher’s PCK is influenced by teaching experience and educational background.

Ambitious STS-7 mission to feature first landing at Kennedy

NASA Technical Reports Server (NTRS)

Garrett, D.; Hess, M.; White, T.; Taylor, J.

1982-01-01

The STS-7 press briefing schedule, NASA select television schedule; launch preparations, countdown and liftoff; major countdown milestones; launch window; STS-7 flight sequence of events, landing timeline; STS-7 flight timeline; landing and post landing operations; flight objectives; Telesat's ANIK-C 2; PALAPA-B; STS-7 experiments; and spacecraft tracking and data network are presented.

Learning from Rookie Mistakes: Critical Incidents in Developing Pedagogical Content Knowledge for Teaching Science to Teachers

ERIC Educational Resources Information Center

Cite, Suleyman; Lee, Eun; Menon, Deepika; Hanuscin, Deborah L.

2017-01-01

While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching…

Preservice Mathematics Teachers' Views on Distance Education and Their Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Cagirgan Gulten, Dilek

2013-01-01

This research aims to investigate primary preservice mathematics teachers' views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the…

Examining the Validity of the Technological Pedagogical Content Knowledge (TPACK) Framework for Preservice Chemistry Teachers

ERIC Educational Resources Information Center

Deng, Feng; Chai, Ching Sing; So, Hyo-Jeong; Qian, Yangyi; Chen, Lingling

2017-01-01

While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is…

The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-Focused Mentoring of New Teachers

ERIC Educational Resources Information Center

Achinstein, Betty; Davis, Emily

2014-01-01

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

From Socialisation to Internalisation: Cultivating Technological Pedagogical Content Knowledge through Problem-Based Learning

ERIC Educational Resources Information Center

Tee, Meng Yew; Lee, Shuh Shing

2011-01-01

Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology--what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised,…

How to Teach Content: Existing Concepts and Prospects for Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2011-01-01

The paradigm has changed from the static transmitted contents to knowledge that is ever renewable and often construed jointly with other learners (Niemi, 2008, p. 12) in a changing multicultural environment. Aim of the research is to analyze efficiency of the process of teaching and learning content applied to enhance students' knowledge in…

Primary Mathematics Teacher Education Encountering Difficult Terrain: A Personal Perspective

ERIC Educational Resources Information Center

Norton, Stephen

2016-01-01

This paper is a case study in preparing prospective primary teachers to teach mathematics at one Australian university. The paper describes the content knowledge of prospective teachers, pre and post a final mathematics curriculum subject. The teaching approach which attempts to account for both content and pedagogical content knowledge is…

Developing Preservice Teachers' Knowledge of Science Teaching through Video Clubs

ERIC Educational Resources Information Center

Johnson, Heather J.; Cotterman, Michelle E.

2015-01-01

Though an adequate understanding of content is a natural prerequisite of teaching (Carlsen in "Journal of Research in Science Teaching" 30:471-481, 1993), teachers also need to be able to interpret content in ways that facilitate student learning. How to best support novice teachers in developing and refining their content knowledge for…

Content-Knowledge Structure Differences among Middle School, High School, and College Life Science Teachers.

ERIC Educational Resources Information Center

Bates, John A.; And Others

As part of an ongoing study of the content knowledge, instructional beliefs, and instructional practices of middle school, high school, and college science teachers, the hypothesis that there are systematic differences across academic levels in these teachers' conceptual understanding of the same content-specific subjects was studied. Eight middle…

Developing Content Knowledge in Struggling Readers: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

ERIC Educational Resources Information Center

Elleman, Amy M.; Olinghouse, Natalie G.; Gilbert, Jennifer K.; Spencer, Jane Lawrence; Compton, Donald L.

2017-01-01

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading…

Pedagogical Content Knowledge of Experienced Teachers in Physical Education: Functional Analysis of Adaptations

ERIC Educational Resources Information Center

Ayvazo, Shiri; Ward, Phillip

2011-01-01

Pedagogical content knowledge (PCK) is the teacher's ability to pedagogically adapt content to students of diverse abilities. In this study, we investigated how teachers' adaptations of instruction for individual students differed when teaching stronger and weaker instructional units. We used functional analysis (Hanley, Iwata, & McCord, 2003) of…

Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2017-04-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention. In this article, we develop a theoretical argument for the value of elevating the attention paid to the epistemic/ontological aspects of content knowledge and integrating them with its substantive side. Our argument is structured in two parts. The first unpacks the epistemic/ontological aspects of content knowledge and their role in science. For this, we focus on two specific aspects (i.e. ontological status and epistemic value of science concepts), which we elaborate in the context of two particular content domains, namely magnetism and energy. The second part of the argument highlights the potential of discourse on epistemic/ontological aspects to facilitate learning in science. We delineate how such discourse could (a) promote coherent conceptual understanding, (b) foster a productive epistemological stance towards science learning, and (c) enhance students' appreciation of ideas associated with the nature of science. The article concludes with a discussion of ensuing implications for science education.

Mapping the Structure of Knowledge for Teaching Nominal Categorical Data Analysis

ERIC Educational Resources Information Center

Groth, Randall E.; Bergner, Jennifer A.

2013-01-01

This report describes a model for mapping cognitive structures related to content knowledge for teaching. The model consists of knowledge elements pertinent to teaching a content domain, the nature of the connections among them, and a means for representing the elements and connections visually. The model is illustrated through empirical data…

ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

ERIC Educational Resources Information Center

ACPA College Student Educators International, 2011

2011-01-01

The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Pitts Bannister, Vanessa R.; Mariano, Gina J.

2013-01-01

The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…

Primary Mathematics Trainee Teacher Confidence and Its Relationship to Mathematical Knowledge

ERIC Educational Resources Information Center

Norton, Stephen J.

2017-01-01

The purpose of this paper is to examine trainee primary school teachers' confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge --MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test…

How Leadership Content Knowledge in Writing Influences Leadership Practice in Elementary Schools

ERIC Educational Resources Information Center

Olsen, Heather Stuart

2010-01-01

In an era of increased accountability mandates, school leaders face daunting challenges to improve instruction. Despite the vast research on instructional leadership, little is known about how principals improve teaching and learning in the subject of writing. Leadership content knowledge is the overlap of knowledge of subject matter and…

Developing Pedagogical Content Knowledge for Teaching a New Topic: More than Teaching Experience and Subject Matter Knowledge

ERIC Educational Resources Information Center

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2018-01-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…

Developing and Validating Technological Pedagogical Content Knowledge-Practical (TPACK-Practical) through the Delphi Survey Technique

ERIC Educational Resources Information Center

Yeh, Yi-Fen; Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun; Lin, Tzu-Chiang

2014-01-01

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that…

Pedagogical Content Knowledge and Industrial Design Education

ERIC Educational Resources Information Center

Phillips, Kenneth R.; De Miranda, Michael A.; Shin, Jinseup

2009-01-01

Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Not a Stale Metaphor: The Continued Relevance of Pedagogical Content Knowledge for Science Research and Education

ERIC Educational Resources Information Center

Hayden, H. Emily; Eades Baird, Michelle

2018-01-01

Recently, theorists have raised concerns that pedagogical content knowledge (PCK) has become "a stale metaphor" that disregards diversity and equity, offers little to help teachers address students' misconceptions, and portrays knowledge as "in the head" versus in practice. We refute these notions using grounded theory to…

Middle School Mathematics Teachers' Pedagogical Content Knowledge Regarding Teaching Strategies on Quadrilaterals

ERIC Educational Resources Information Center

Akkas, Elif Nur; Türnüklü, Elif

2014-01-01

Pedagogical content knowledge is consisted of two components: student knowledge and teaching strategies. Teaching strategies was defined under two sub-headings as strategies for specific topics and specific strategies for any topic. The purpose of this study was to examine the method with which quadrilaterals were taught by mathematics teachers…

Can an Objective Measure of Technological Pedagogical Content Knowledge (TPACK) Supplement Existing TPACK Measures?

ERIC Educational Resources Information Center

Drummond, Aaron; Sweeney, Trudy

2017-01-01

In recent years, approaches to developing teacher competency in technology integration have moved away from an over emphasis on technological knowledge, to focus on the essential connections between technology, pedagogy and content knowledge (TPACK) (Chai, Koh, & Tsai, 2013a; Harris, Mishra, & Koehler, 2009; Mishra & Koehler, 2006). A…

Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction

ERIC Educational Resources Information Center

Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M.

2016-01-01

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The Impact of Physics Teachers' Pedagogical Content Knowledge and Motivation on Students' Achievement and Interest

ERIC Educational Resources Information Center

Keller, Melanie M.; Neumann, Knut; Fischer, Hans E.

2017-01-01

This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous…

Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Oskay, Özge Özyalçin; Odabasi, Zuhal

2016-01-01

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content…

Inductive System Monitors Tasks

NASA Technical Reports Server (NTRS)

2008-01-01

The Inductive Monitoring System (IMS) software developed at Ames Research Center uses artificial intelligence and data mining techniques to build system-monitoring knowledge bases from archived or simulated sensor data. This information is then used to detect unusual or anomalous behavior that may indicate an impending system failure. Currently helping analyze data from systems that help fly and maintain the space shuttle and the International Space Station (ISS), the IMS has also been employed by data classes are then used to build a monitoring knowledge base. In real time, IMS performs monitoring functions: determining and displaying the degree of deviation from nominal performance. IMS trend analyses can detect conditions that may indicate a failure or required system maintenance. The development of IMS was motivated by the difficulty of producing detailed diagnostic models of some system components due to complexity or unavailability of design information. Successful applications have ranged from real-time monitoring of aircraft engine and control systems to anomaly detection in space shuttle and ISS data. IMS was used on shuttle missions STS-121, STS-115, and STS-116 to search the Wing Leading Edge Impact Detection System (WLEIDS) data for signs of possible damaging impacts during launch. It independently verified findings of the WLEIDS Mission Evaluation Room (MER) analysts and indicated additional points of interest that were subsequently investigated by the MER team. In support of the Exploration Systems Mission Directorate, IMS is being deployed as an anomaly detection tool on ISS mission control consoles in the Johnson Space Center Mission Operations Directorate. IMS has been trained to detect faults in the ISS Control Moment Gyroscope (CMG) systems. In laboratory tests, it has already detected several minor anomalies in real-time CMG data. When tested on archived data, IMS was able to detect precursors of the CMG1 failure nearly 15 hours in advance of the actual failure event. In the Aeronautics Research Mission Directorate, IMS successfully performed real-time engine health analysis. IMS was able to detect simulated failures and actual engine anomalies in an F/A-18 aircraft during the course of 25 test flights. IMS is also being used in colla

The Superior Temporal Sulcus Is Causally Connected to the Amygdala: A Combined TBS-fMRI Study.

PubMed

Pitcher, David; Japee, Shruti; Rauth, Lionel; Ungerleider, Leslie G

2017-02-01

Nonhuman primate neuroanatomical studies have identified a cortical pathway from the superior temporal sulcus (STS) projecting into dorsal subregions of the amygdala, but whether this same pathway exists in humans is unknown. Here, we addressed this question by combining theta burst transcranial magnetic stimulation (TBS) with fMRI to test the prediction that the STS and amygdala are functionally connected during face perception. Human participants (N = 17) were scanned, over two sessions, while viewing 3 s video clips of moving faces, bodies, and objects. During these sessions, TBS was delivered over the face-selective right posterior STS (rpSTS) or over the vertex control site. A region-of-interest analysis revealed results consistent with our hypothesis. Namely, TBS delivered over the rpSTS reduced the neural response to faces (but not to bodies or objects) in the rpSTS, right anterior STS (raSTS), and right amygdala, compared with TBS delivered over the vertex. By contrast, TBS delivered over the rpSTS did not significantly reduce the neural response to faces in the right fusiform face area or right occipital face area. This pattern of results is consistent with the existence of a cortico-amygdala pathway in humans for processing face information projecting from the rpSTS, via the raSTS, into the amygdala. This conclusion is consistent with nonhuman primate neuroanatomy and with existing face perception models. Neuroimaging studies have identified multiple face-selective regions in the brain, but the functional connections between these regions are unknown. In the present study, participants were scanned with fMRI while viewing movie clips of faces, bodies, and objects before and after transient disruption of the face-selective right posterior superior temporal sulcus (rpSTS). Results showed that TBS disruption reduced the neural response to faces, but not to bodies or objects, in the rpSTS, right anterior STS (raSTS), and right amygdala. These results are consistent with the existence of a cortico-amygdala pathway in humans for processing face information projecting from the rpSTS, via the raSTS, into the amygdala. This conclusion is consistent with nonhuman primate neuroanatomy and with existing face perception models. Copyright © 2017 the authors 0270-6474/17/371156-06$15.00/0.

Best Protocol for the Sit-to-Stand Test in Subjects With COPD.

PubMed

Morita, Andrea A; Bisca, Gianna W; Machado, Felipe V C; Hernandes, Nidia A; Pitta, Fabio; Probst, Vanessa S

2018-05-22

Different protocols for the sit-to-stand test (STS) are available for assessing functional capacity in COPD. We sought to correlate each protocol of the STS (ie, the 5-repetition [5-rep STS], the 30-s STS, and the 1-min STS) with clinical outcomes in subjects with COPD. We also aimed to compare the 3 protocols of the STS, to verify their association and agreement, and to verify whether the 3 protocols are able to predict functional exercise capacity and physical activity in daily life (PADL). 23 subjects with COPD (11 men; FEV 1 53 ± 15% predicted) performed 3 protocols of the STS. Subjects also underwent the following assessments: incremental shuttle walking test, 6-min walk test (6MWT), 4-m gait speed test (4MGS), 1-repetition maximum of quadriceps muscle, assessment of PADL, and questionnaires on health-related quality of life and functional status. The 1-min STS showed significant correlations with the 6MWT (r = 0.40), 4MGS (r = 0.64), and PADL (0.40 ≤ r ≤ 0.52), and the 5-rep STS and 30-s STS were associated with the 4MGS (r = 0.54 and r = 0.52, respectively). The speed differed for each protocol (5-rep STS 0.53 ± 0.16 rep/s, 30-s STS 0.48 ± 0.13 rep/s, 1-min STS 0.45 ± 0.11 rep/s, P = .01). However, they presented good agreement (intraclass correlation coefficient ≥ 0.73 for all) and correlated well with each other (r ≥ 0.68 for all). More marked changes in peripheral oxygen saturation ( P = .004), heart rate ( P < .001), blood pressure ( P < .001), dyspnea ( P < .001), and leg fatigue ( P < .001) were found after the 1-min STS protocol. Furthermore, the 3 protocols were equally able to identify subjects with low exercise capacity or preserved exercise capacity. The 1-min STS generated higher hemodynamic demands and correlated better with clinical outcomes in subjects with COPD. Despite the difference in speed performance and physiological demands between the 5-rep STS and 1-min STS, there was a good level of agreement among the 3 protocols. In addition, all 3 tests were able to identify subjects with low exercise capacity or preserved exercise capacity. Copyright © 2018 by Daedalus Enterprises.

OARE STS-94 (MSL-1R)

NASA Technical Reports Server (NTRS)

Rice, James E.

1998-01-01

The report is organized into sections representing the phases of work performed in analyzing the STS-94 (MSL-IR) results. STS-94 (MSL1R) is a reflight of the STS-83 (MSL-1) mission which was terminated early because of a fuel cell problem. Section I briefly outlines the OARE system features, coordinates, and measurement parameters. Section 2 describes the results from STS-94. The mission description, data calibration, and representative data obtained on STS-94 are presented. Also, the anomalous performance of OARE on STS-94 is discussed. Finally, Section 3 presents a discussion of accuracy achieved and achievable with OARE. Appendix A discuss the calibration and data processing methodology in detail.

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

NASA Astrophysics Data System (ADS)

Kim, Hanna

2011-12-01

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 entering eighth grade attended an intensive, 1-week Inquiry-Based Science and Technology Enrichment Program which used a main theme, "Green Earth Enhanced with Inquiry and Technology." We used pre- and post-attitude surveys, pre- and post-science content knowledge tests, and selective interviews to collect data and measure changes in students' attitudes and content knowledge. The study results indicated that at the post-intervention measures, participants significantly improved their attitudes toward science and science-related careers and increased their content knowledge of selected science concepts ( p < .05).

Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research

NASA Astrophysics Data System (ADS)

Thompson, John R.; Christensen, Warren M.; Wittmann, Michael C.

2011-06-01

We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.

The Evaluation of the Impact of Age, Skin Tags, Metabolic Syndrome, Body Mass Index, and Smoking on Homocysteine, Endothelin-1, High-sensitive C-reactive Protein, and on the Heart

PubMed Central

El Safoury, Omar Soliman; Ezzat, Marwa; Abdelhamid, Mahmoud F; Shoukry, Nadia; Badawy, Ehssan

2013-01-01

Background: Skin tags (STs) are small, pedunculated skin-colored or brown papules that occur around any site where skin folds occur. The literature is short of comprehensive and controlled clinical studies aimed to evaluate the atherogenic risk factors in patients with STs. Aim of Work: The aim of this study is to evaluate the impact of age, STs, metabolic syndrome (METs), body mass index (BMI), and smoking on homocysteine (Hcy), endothelin-1 (ET-1), high-sensitive C-reactive protein (Hs-CRP), and on cardiovascular diseases. Materials and Methods: This study included 30 cardiac patients with STs, 30 non-cardiac patients with STs, and 30 healthy controls with neither heart disease nor STs. History of smoking, measurement of height, weight, BMI, waist circumference (WC), blood pressure, STs number, color, acanthosis nigricans, estimation of serum level of fasting glucose, triglycerides (TGs), cholesterol, high-dense lipoproteins (HDL), Hcy, ET-1, Hs-CRP, and the presence of the METs were elicited in the three groups. Results: Regarding the Hcy, ET-1, and Hs-CRP, the cardiac-STs group showed the highest levels and the control group showed the least (P < 0.001). The percents of patients with METs were 56.7% in the cardiac-STs, 40% in the non-cardiac-STs, and 0% in the control group (P < 0.001). Mean BMI exceeded the limit of obesity in the cardiac-STs group (30.9 ± 3.9) and the non-cardiac-STs group (32.6 ± 6) and was normal in the control group (24.7 ± 2.8). Hyperpigmented STs were present in 66.7% of the cardiac-STs group. Multivariate regression analysis for the independent effectors on Hcy level were the presence of STs (P < 0.001), METs (P = 0.001), and BMI (P = 0.024). Regarding ET-1, the effectors were the presence of STs and METs (P = 0.032). For Hs-CRP, effectors were the presence of STs (P < 0.001) and smoking (P = 0.040). Multivariate logistic regression of the predictors of cardiac disease showed that the independent predictors of the occurrence of cardiac disease were BMI (P < 0.001), STs (P = 0.002), and METs (P = 0.037). Conclusion: STs may act as a physical sign of underlying raised cardiac atherogenic factors. This may indicates an ongoing risk on coronary circulation which may indicate further corrective action, hopefully early enough. The association of ST with obesity and METs represents a Bermuda Triangle that act against the heart. PMID:23919019

STS-123 and Expedition 16 crewmembers in the SM during Joint Operations

NASA Image and Video Library

2008-03-19

S123-E-007259 (19 March 2008) --- The STS-123 and Expedition 16 crewmembers share a meal near the galley in the Zvezda Service Module of the International Space Station while Space Shuttle Endeavour is docked with the station. Pictured (from the left) are European Space Agency (ESA) astronaut Leopold Eyharts, STS-123 mission specialist; NASA astronauts Dominic Gorie, STS-123 commander; Gregory H. Johnson (partially obscured), STS-123 pilot; Robert L. Behnken and Japan Aerospace Exploration Agency (JAXA) astronaut Takao Doi, both STS-123 mission specialists.

STS-123 and Expedition 16 crewmembers eating in the SM during Joint Operations

NASA Image and Video Library

2008-03-19

S123-E-007231 (19 March 2008) --- The STS-123 and Expedition 16 crewmembers share a meal near the galley in the Zvezda Service Module of the International Space Station while Space Shuttle Endeavour is docked with the station. Pictured (from the left) are European Space Agency (ESA) astronaut Leopold Eyharts, STS-123 mission specialist; NASA astronauts Dominic Gorie, STS-123 commander; Gregory H. Johnson, STS-123 pilot; Robert L. Behnken and Japan Aerospace Exploration Agency (JAXA) astronaut Takao Doi, both STS-123 mission specialists.

Daily Flow Model of the Delaware River Basin. Main Report.

DTIC Science & Technology

1981-09-01

DATE U.S. Army Engineer District, Philadelphia Sept. 1981 2nd & Chestnut Sts. 13. NUMBER OF PAGES Philadelphia, PA 19106 144 p . 14. MONITORING AGENCY...VOLMEI FOR I DEVELOPMENTE OF A AIYRFLOW MODEL ( O T1 I "I I I. ~ p ~ ---- I i I TABLE OF CONTENTS I Page No. LIST OF FIGURES iii LIST OF TABLES vi I...Sample Duration Table from Program A969 111-35 111-19 Sample Low Flow Table from Program A969 111-38 111-20 Sample Log- P .?arson Low Flow Frequency

High-resolution mass spectrometric metabolite profiling of a novel synthetic designer drug, N-(adamantan-1-yl)-1-(5-fluoropentyl)-1H-indole-3-carboxamide (STS-135) using cryopreserved human hepatocytes and assessment of metabolic stability with human liver microsomes

PubMed Central

Gandhi, Adarsh S.; Wohlfarth, Ariane; Zhu, Mingshe; Pang, Shaokun; Castaneto, Marisol; Scheidweiler, Karl B.; Huestis, Marilyn A.

2014-01-01

N-(Adamantan-1-yl)-1-(5-fluoropentyl)-1H-indole-3-carboxamide (STS-135) is a new synthetic cannabinoid in herbal incense products discussed on internet drug user forums and identified in police seizures. To date, there are no STS-135 clinical or in vitro studies identifying STS-135 metabolic profiles. However, characterizing STS-135 metabolism is critical because synthetic cannabinoid metabolites can possess pharmacological activity and parent compounds are rarely detectable in urine. To characterize the metabolite profile, human hepatocytes were incubated with 10 μmol/L STS-135 for up to 3 h. High-resolution mass spectrometry with software-assisted data mining identified 29 STS-135 metabolites. Less than 25% of STS-135 parent compound remained after 3 h incubation. Primary metabolites were generated by mono-, di- or trihydroxylation with and without ketone formation, dealkylation and oxidative defluorination of N-fluoropentyl side chain or possible oxidation to carboxylic acid, some of them further glucuronidated. Hydroxylations occurred mainly on the aliphatic adamantane ring and less commonly on the N-pentyl side chain. At 1 h phase I metabolites predominated, while at 3 h phase II metabolites were present in higher amounts. The major metabolites were monohydroxy STS-135 (M25) and dihydroxy STS-135 (M21), both hydroxylated on the adamantane system. Moreover, metabolic stability of STS-135 (1 μmol/L) was assessed in human liver microsomes experiments. The in vitro half-life of STS-135 was 7.2±0.6 min and intrinsic clearance (CLint) was 93.6 mL·min−1·kg−1. This is the first report characterizing STS-135 hepatic metabolic pathways. These data provide potential urinary targets to document STS-135 intake in clinical and forensic settings and potential candidates for pharmacological testing. PMID:24827428

Utilizing Expert Knowledge in Estimating Future STS Costs

NASA Technical Reports Server (NTRS)

Fortner, David B.; Ruiz-Torres, Alex J.

2004-01-01

A method of estimating the costs of future space transportation systems (STSs) involves classical activity-based cost (ABC) modeling combined with systematic utilization of the knowledge and opinions of experts to extend the process-flow knowledge of existing systems to systems that involve new materials and/or new architectures. The expert knowledge is particularly helpful in filling gaps that arise in computational models of processes because of inconsistencies in historical cost data. Heretofore, the costs of planned STSs have been estimated following a "top-down" approach that tends to force the architectures of new systems to incorporate process flows like those of the space shuttles. In this ABC-based method, one makes assumptions about the processes, but otherwise follows a "bottoms up" approach that does not force the new system architecture to incorporate a space-shuttle-like process flow. Prototype software has been developed to implement this method. Through further development of software, it should be possible to extend the method beyond the space program to almost any setting in which there is a need to estimate the costs of a new system and to extend the applicable knowledge base in order to make the estimate.

Expression of the Grape VaSTS19 Gene in Arabidopsis Improves Resistance to Powdery Mildew and Botrytis cinerea but Increases Susceptibility to Pseudomonas syringe pv Tomato DC3000

PubMed Central

Wang, Yaqiong; Wang, Dejun; Wang, Fan; Huang, Li; Tian, Xiaomin; van Nocker, Steve; Gao, Hua; Wang, Xiping

2017-01-01

Stilbene synthase (STS) is a key enzyme that catalyzes the biosynthesis of resveratrol compounds and plays an important role in disease resistance. The molecular pathways linking STS with pathogen responses and their regulation are not known. We isolated an STS gene, VaSTS19, from a Chinese wild grape, Vitis amurensis Rupr. cv. “Tonghua-3”, and transferred this gene to Arabidopsis. We then generated VaSTS19-expressing Arabidopsis lines and evaluated the functions of VaSTS19 in various pathogen stresses, including powdery mildew, B. cinerea and Pseudomonas syringae pv. tomato DC3000 (PstDC3000). VaSTS19 enhanced resistance to powdery mildew and B. cinerea, but increased susceptibility to PstDC3000. Aniline blue staining revealed that VaSTS19 transgenic lines accumulated more callose compared to nontransgenic control plants, and showed smaller stomatal apertures when exposed to pathogen-associated molecular patterns (flagellin fragment (flg22) or lipopolysaccharides (LPS)). Analysis of the expression of several disease-related genes suggested that VaSTS19 expression enhanced defense responses though salicylic acid (SA) and/or jasmonic acid (JA) signaling pathways. These findings provide a deeper insight into the function of STS genes in defense against pathogens, and a better understanding of the regulatory cross talk between SA and JA pathways. PMID:28926983

Expression of the Grape VaSTS19 Gene in Arabidopsis Improves Resistance to Powdery Mildew and Botrytis cinerea but Increases Susceptibility to Pseudomonas syringe pv Tomato DC3000.

PubMed

Wang, Yaqiong; Wang, Dejun; Wang, Fan; Huang, Li; Tian, Xiaomin; van Nocker, Steve; Gao, Hua; Wang, Xiping

2017-09-17

Stilbene synthase (STS) is a key enzyme that catalyzes the biosynthesis of resveratrol compounds and plays an important role in disease resistance. The molecular pathways linking STS with pathogen responses and their regulation are not known. We isolated an STS gene, VaSTS19 , from a Chinese wild grape, Vitis amurensis Rupr. cv. "Tonghua-3", and transferred this gene to Arabidopsis . We then generated VaSTS19 -expressing Arabidopsis lines and evaluated the functions of VaSTS19 in various pathogen stresses, including powdery mildew, B. cinerea and Pseudomonas syringae pv. tomato DC3000 ( Pst DC3000). VaSTS19 enhanced resistance to powdery mildew and B. cinerea , but increased susceptibility to Pst DC3000. Aniline blue staining revealed that VaSTS19 transgenic lines accumulated more callose compared to nontransgenic control plants, and showed smaller stomatal apertures when exposed to pathogen-associated molecular patterns (flagellin fragment (flg22) or lipopolysaccharides (LPS)). Analysis of the expression of several disease-related genes suggested that VaSTS19 expression enhanced defense responses though salicylic acid (SA) and/or jasmonic acid (JA) signaling pathways. These findings provide a deeper insight into the function of STS genes in defense against pathogens, and a better understanding of the regulatory cross talk between SA and JA pathways.

L-Area STS MTR/NRU/NRX Grapple Assembly Closure Mechanics Review

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

Huizenga, D. J.

2016-06-08

A review of the closure mechanics associated with the Shielded Transfer System (STS) MTR/NRU/NRX grapple assembly utilized at the Savannah River Site (SRS) was performed. This review was prompted by an operational event which occurred at the Canadian Nuclear Laboratories (CNL) utilizing a DTS-XL grapple assembly which is essentially identical to the STS MTR/NRU/NRX grapple assembly used at the SRS. The CNL operational event occurred when a NRU/NRX fuel basket containing spent nuclear fuel assemblies was inadvertently released by the DTS-XL grapple assembly during a transfer. The SM review of the STS MTR/NRU/NRX grapple assembly will examine the operational aspectsmore » of the STS and the engineered features of the STS which prevent such an event at the SRS. The design requirements for the STS NRU/NRX modifications and the overall layout of the STS are provided in other documents.« less

STS-97 and Expedition One crewmembers pose for a photo in the Service Module

NASA Image and Video Library

2000-12-08

STS097-326-031 (8 December 2000)--- When the five STS-97 astronauts paid a visit to the three Expedition 1 crew members onboard the International Space Station (ISS), they all posed for a traditional in-flight portrait, albeit for the first time in the Zvezda Service Module. On the front row are (left to right) astronauts Brent W. Jett, Jr., STS-97 commander; William M. Shepherd, Expedition 1 mission commander; and Joseph R. Tanner, STS-97 mission specialist. On the second row are (from the left) cosmonaut Sergei K. Krikalev, Expedition 1 flight engineer; astronaut Carlos I. Noriega, STS-97 mission specialist; cosmonaut Yuri P. Gidzenko, Expedition 1 Soyuz commander; and astronaut Michael J. Bloomfield, STS-97 pilot. Behind them is astronaut Marc Garneau, STS-97 mission specialist representing the Canadian Space Agency (CSA). Krikalev and Gidzenko represent the Russian Aviation and Space Agency.

STS-97 and Expedition One crewmembers pose for a photo in the Service Module

NASA Image and Video Library

2000-12-08

STS097-313-001 (8 December 2000)--- When the five STS-97 astronauts paid a visit to the three Expedition 1 crew members onboard the International Space Station (ISS), they all posed for a traditional in-flight portrait, albeit for the first time in the Zvezda Service Module. On the front row are (left to right) astronauts Brent W. Jett, Jr., STS-97 commander; William M. Shepherd, Expedition 1 mission commander; and Joseph R. Tanner, STS-97 mission specialist. On the second row are (from the left) cosmonaut Sergei K. Krikalev, Expedition 1 flight engineer; astronaut Carlos I. Noriega, STS-97 mission specialist; cosmonaut Yuri P. Gidzenko, Expedition 1 Soyuz commander; and astronaut Michael J. Bloomfield, STS-97 pilot. Behind them is astronaut Marc Garneau, STS-97 mission specialist representing the Canadian Space Agency (CSA). Krikalev and Gidzenko represent the Russian Aviation and Space Agency.

Content of Orthopedic Patient Education Provided by Nurses in Seven European Countries.

PubMed

Charalambous, Andreas; Papastavrou, E; Valkeapää, K; Zabalegui, A; Ingadóttir, B; Lemonidou, C; Fatkulina, N; Jouko, K; Leino-Kilpi, H

2017-07-01

Patients' and their significant others' education during the perioperative phase is an important and challenging aspect of care. This study explored the content of education provided by nurses to arthroplasty patients and their significant others. Data were collected with the Education of Patients-NURSE content (EPNURSE-Content), Received Knowledge of Hospital Patient (RKhp), and Received Knowledge of Significant Other (RKso) scales. The results showed that the content of education emphasized biophysiological and functional needs, differed between countries, and was related to how physically demanding nurses found their job to be and the amount of education provided. There is congruence between the received knowledge of patients and their significant others in relation to the content of education provided by nurses. The findings can support nurses in developing aid material for patients and significant others explaining the nature of education and advising them what to expect and how to optimize their participation in the process.

Impact of Secondary Students' Content Knowledge on Their Communication Skills in Science

ERIC Educational Resources Information Center

Kulgemeyer, Christoph

2018-01-01

The "expert blind spot" (EBS) hypothesis implies that even some experts with a high content knowledge might have problems in science communication because they are using the structure of the content rather than their addressee's prerequisites as an orientation. But is that also true for students? Explaining science to peers is a crucial…

Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education. Science & Technology Education Library.

ERIC Educational Resources Information Center

Gess-Newsome, Julie, Ed.; Lederman, Norman G., Ed.

This book presents both historic and current conceptions and practical implications of pedagogical content knowledge (PCK). The content is divided into four sections: (1) introduction; (2) literature; (3) emerging lines of research in science teacher education; and (4) impacts of PCK on the development of science teacher education programs.…

Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development. NCEE 2016-4010

ERIC Educational Resources Information Center

Garet, Michael S.; Heppen, Jessica B.; Walters, Kirk; Parkinson, Julia; Smith, Toni M.; Song, Mengli; Garrett, Rachel; Yang, Rui; Borman, Geoffrey D.

2016-01-01

This report examines the impact of content-intensive Professional Development (PD) on teachers' math content knowledge, their instructional practice, and their students' achievement. The study's PD had three components, totaling 93 hours. The core of the PD was "Intel Math," an intensive 80-hour workshop delivered in summer 2013 that…

Targeting the Development of Content Knowledge and Scientific Reasoning: Reforming College-Level Chemistry for Nonscience Majors

ERIC Educational Resources Information Center

Carmel, Justin H.; Jessa, Yasmin; Yezierski, Ellen J.

2015-01-01

A liberal education curriculum requires discipline-specific courses that develop intellectual and practical skills. With this promise of development, it is crucial that instruction focuses on content knowledge as well as the thinking patterns associated with the content. In chemistry, scientific reasoning is one such skill that students should…

Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course

ERIC Educational Resources Information Center

Harlow, Danielle B.; Swanson, Lauren H.; Otero, Valerie K.

2014-01-01

We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective teachers used content knowledge to reflect on their own learning and to identify students'…

Effects of Genre and Content Knowledge on Historical Thinking with Academically Diverse High School Students

ERIC Educational Resources Information Center

De La Paz, Susan; Wissinger, Daniel R.

2015-01-01

Historians use a range of genres in presenting their subjects, yet educators have increasingly privileged argumentation to help novices to reason with historical content. However, the influence genre and content knowledge are relatively unmeasured in this discipline. To learn more, the authors asked 101 eleventh-grade students to compose an…

Development and neurophysiology of mentalizing.

PubMed Central

Frith, Uta; Frith, Christopher D

2003-01-01

The mentalizing (theory of mind) system of the brain is probably in operation from ca. 18 months of age, allowing implicit attribution of intentions and other mental states. Between the ages of 4 and 6 years explicit mentalizing becomes possible, and from this age children are able to explain the misleading reasons that have given rise to a false belief. Neuroimaging studies of mentalizing have so far only been carried out in adults. They reveal a system with three components consistently activated during both implicit and explicit mentalizing tasks: medial prefrontal cortex (MPFC), temporal poles and posterior superior temporal sulcus (STS). The functions of these components can be elucidated, to some extent, from their role in other tasks used in neuroimaging studies. Thus, the MPFC region is probably the basis of the decoupling mechanism that distinguishes mental state representations from physical state representations; the STS region is probably the basis of the detection of agency, and the temporal poles might be involved in access to social knowledge in the form of scripts. The activation of these components in concert appears to be critical to mentalizing. PMID:12689373

Participation as Post-Fordist Politics: Demos, New Labour, and Science Policy

PubMed Central

2010-01-01

In recent years, British science policy has seen a significant shift ‘from deficit to dialogue’ in conceptualizing the relationship between science and the public. Academics in the interdisciplinary field of Science and Technology Studies (STS) have been influential as advocates of the new public engagement agenda. However, this participatory agenda has deeper roots in the political ideology of the Third Way. A framing of participation as a politics suited to post-Fordist conditions was put forward in the magazine Marxism Today in the late 1980s, developed in the Demos thinktank in the 1990s, and influenced policy of the New Labour government. The encouragement of public participation and deliberation in relation to science and technology has been part of a broader implementation of participatory mechanisms under New Labour. This participatory program has been explicitly oriented toward producing forms of social consciousness and activity seen as essential to a viable knowledge economy and consumer society. STS arguments for public engagement in science have gained influence insofar as they have intersected with the Third Way politics of post-Fordism. PMID:21258426

STS-34 ATLANTIS - ORBITER VEHICLE (OV)-104 - CREW INSIGNIA

NASA Image and Video Library

1989-06-20

S89-20077 (17 July 1989) --- The triangular shape of the STS-34 crew patch represents forward motion and the entering into new frontiers of science, engineering and technology. The Galileo spacecraft overlaying the orbiter symbolizes the joining together of both manned and unmanned space programs in order to maximize the capabilities of each. The crew members, who designed the patch, use a sunrise stretching across Earth's horizon to depict expansion of our knowledge of the solar system and other worlds, leading to a better understanding of our own planet. In the distance, Jupiter, a unique world with many unknowns, awaits the arrival of Galileo to help unlock its secrets. Meanwhile, the space shuttle remains in Earth orbit, continuing to explore the near-Earth environment. The NASA insignia design for space shuttle flights is reserved for use by the astronauts and for other official use as the NASA Administrator may authorize. Public availability has been approved only in the forms of illustrations by the various news media. When and if there is any change in this policy, which is not anticipated, the change will be publicly announced. Photo credit: NASA

The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

2005-01-01

This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

First Year Pre-Service Teachers' Mathematical Content Knowledge: Methods of Solution for a Ratio Question

ERIC Educational Resources Information Center

Livy, Sharyn; Vale, Colleen

2011-01-01

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

Pedagogical Content Knowledge in Action: Its Impromptu Development by an Expert Practitioner

ERIC Educational Resources Information Center

Saito, Eisuke; Atencio, Matthew

2016-01-01

Research into pedagogical content knowledge (PCK) has advanced over the years. Yet, since most research has developed within specific subject areas, this paper aims to investigate how an expert teacher generates PCK by using various forms of knowledge. This study draws upon the case of an expert Japanese teacher, Mr. T, an educational consultant…

Examining Primary Schools' Physical Education Coordinators' Pedagogical Content Knowledge of Games: Are We Just Playing as This?

ERIC Educational Resources Information Center

Ward, Gavin

2013-01-01

A detailed insight into how the current educational climate influences the pedagogical decisions made by primary school teachers when teaching games is limited. Studies examining the pedagogical content knowledge (PCK) of teachers within physical education have revealed its close relationship with specific forms of subject knowledge. In…

Pedagogical Content Knowledge of Argumentation: Using Classroom Contexts to Assess High-Quality PCK Rather than Pseudoargumentation

ERIC Educational Resources Information Center

McNeill, Katherine L.; González-Howard, María; Katsh-Singer, Rebecca; Loper, Suzanna

2016-01-01

Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

An Investigation of Technological Pedagogical Content Knowledge, Self-Confidence, and Perception of Pre-Service Middle School Mathematics Teachers towards Instructional Technologies

ERIC Educational Resources Information Center

Karatas, Ilhan; Tunc, Mutlu Piskin; Yilmaz, Nurbanu; Karaci, Gulzade

2017-01-01

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a…

Needles in the Haystack: Finding Content Worth Preparing for Workplace Learning with the KEP Model

ERIC Educational Resources Information Center

Thalmann, Stefan; Maier, Ronald

2017-01-01

Knowledge transfer between employees is a primary concern in organizations. Employees create or acquire content that partially represents knowledge. These knowledge elements are specific to the context in and for which they are created and rarely address the learning needs of other employees in other work situations. Organizations therefore need…

Teacher Self-Efficacy, Content and Pedagogical Knowledge, and Their Relationship to Student Achievement in Algebra I

ERIC Educational Resources Information Center

Fox, Antonia M.

2014-01-01

The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

Relationship between Teacher Knowledge of Concepts and Connections, Teaching Practice, and Student Achievement in Middle Grades Mathematics

ERIC Educational Resources Information Center

Tchoshanov, Mourat A.

2011-01-01

The mixed method sequential nested study examines whether and how the cognitive type of teachers' content knowledge is associated with student achievement, and correlated with teaching practice. In the context of this study, the "cognitive type" refers to the kind of teacher content knowledge and thinking processes required to accomplish…

Declarative and Dynamic Pedagogical Content Knowledge as Elicited through Two Video-Based Interview Methods

ERIC Educational Resources Information Center

Alonzo, Alicia C.; Kim, Jiwon

2016-01-01

Although pedagogical content knowledge (PCK) has become widely recognized as an essential part of the knowledge base for teaching, empirical evidence demonstrating a connection between PCK and teaching practice or student learning outcomes is mixed. In response, we argue for further attention to the measurement of dynamic (spontaneous or flexible,…

Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme

ERIC Educational Resources Information Center

Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva

2011-01-01

This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice.…

Examining Preservice Teacher Content and Pedagogical Content Knowledge Needed to Teach Reading in Elementary School

ERIC Educational Resources Information Center

Clark, Sarah K.; Helfrich, Sara R.; Hatch, Lance

2017-01-01

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study…

Developing Teachers' Health-Related Fitness Knowledge through a Community of Practice: Impact on Student Learning

ERIC Educational Resources Information Center

Hunuk, Deniz; Ince, Mustafa Levent; Tannehill, Deborah

2013-01-01

The purposes of this study were twofold: to examine the effects of a community of practice (CoP) on (1) physical educators' and their students' health-related fitness content knowledge and (2) the physical educators' health-related fitness pedagogical content knowledge construction process. Twelve experienced physical education teachers (six in…

An analysis of the relationship between teachers' acquisition of physics content knowledge and their level of science teaching efficacy

NASA Astrophysics Data System (ADS)

Marion, Virginia Frances

1998-12-01

The goal of Project Inquiry, a two-year long multiphase study, was to transform the delivery of science instruction from a traditional, textbook driven delivery approach to a hands-on, minds-on, constructivist approach. Teachers from a midwestern urban school district were trained in constructivism while learning physics concepts and content through guided inquiry instruction in collaborative groups. The objectives aimed to increase teachers' content expertise and science teaching efficacy, as well as to have teachers become better facilitators of learning. Phase two of the three phases of Project Inquiry was the focus of this study. Fifty-seven teachers participated in Phase two, which began with an intense two week summer institute in 1995. A longitudinal time-series (OxOO), quasi-experimental research design was used to investigate the relationship between science teaching efficacy scores and gains in physics content knowledge. The data consisted of: (a) six sets of pre and post physics content knowledge test scores (electricity, magnetism, matter and balance); (b) three sets of STEBI-A (inservice), Science Teaching Efficacy Belief Instrument scores, a pre to post, pre to follow-up, and post to follow-up; and (c) demographic variables that were used as covariates, grade taught, years of experience, and postbaccalaureate training. Using the general linear model with an Alpha level of.05, and testing the hypothesized relationships, results indicated that although there were significant positive gains in content knowledge (p =.000) and science teaching efficacy (p =.000), the overall average gains in physics content knowledge were not predictive of gains in either Personal Science Teaching Efficacy or Science Outcome Expectancy. Post hoc analysis used individual content gain scores, in regression models that included the three covariates: grade taught, years of experience, and post baccalaureate training, to test the relationship between knowledge gains and efficacy gains. A series of interactions between significant content areas and the covariates was also run. Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy showed different relationships with the predictor variables. Though gains in specific content areas were related to gains in Science Teaching Outcome Expectancy and Personal Science Teaching Efficacy, gains in Personal Science Teaching Efficacy were further modified by the covariates. These results may reflect not only a more complex relationship between content knowledge gain and Personal Science Teaching Efficacy but also the complex nature of the construct. Evaluation of the physics content knowledge tests revealed that the tests were not valid for evaluating 35 of the 37 identified learning objectives. Although the data did not render valid results, it does give insights into possible relationships that may exist given a more stringent investigation with a valid instrument to measure content knowledge gains. In addition, this study demonstrated the importance of considering the likelihood of interactions among a given set of variables and the covariates. The findings also suggest the possible value of considering the psychological factors associated with the change process when planning professional development programs.

A bilateral integrative health-care knowledge service mechanism based on 'MedGrid'.

PubMed

Liu, Chao; Jiang, Zuhua; Zhen, Lu; Su, Hai

2008-04-01

Current health-care organizations are encountering impression of paucity of medical knowledge. This paper classifies medical knowledge with new scopes. The discovery of health-care 'knowledge flow' initiates a bilateral integrative health-care knowledge service, and we make medical knowledge 'flow' around and gain comprehensive effectiveness through six operations (such as knowledge refreshing...). Seizing the active demand of Chinese health-care revolution, this paper presents 'MedGrid', which is a platform with medical ontology and knowledge contents service. Each level and detailed contents are described on MedGrid info-structure. Moreover, a new diagnosis and treatment mechanism are formed by technically connecting with electronic health-care records (EHRs).

The inclusion of Science Technology Society topics in junior high school earth science textbooks

NASA Astrophysics Data System (ADS)

Fadhli, Fathi Ali

2000-10-01

The Science Technology Society (STS) approach is a major science education reform through which a scientifically literate citizen could be produced. The teaching of science through STS approach is centered on science and technology related issues and problems. The purpose of this study was to analyze five earth science textbooks published in the 1990's for their inclusion of twelve sciences and technology related issues and problems and for their inclusion of activities focused on STS. The selected earth science textbooks were; Scott Foresman, Heath, Holt, Merrill and Prentice-Hall. The targeted twelve issues and problems were identified by Bybee (1987), as the most important global science and technology related issues and problems. The numbers of full text pages devoted to each topic were determined by classifying each segment to one of the targeted topics. In addition, the numbers of STS activities were also determined by using criteria developed for this study. ANOVA statistical analyses and t-tests showed that the analyzed earth science textbooks treated the studied STS issues and problems and treated the STS activities differently. It was found that six of the studied issues and problems were constantly receiving more attention in all the analyzed earth science textbooks than the rest of the topics. These topics were; Air Quality and Atmosphere, Energy Shortages, Water Resources, Land Use, Hazardous Substances, and Mineral Resources. The overall results revealed that only an average of 8.82% of the text pages in all the analyzed earth science textbooks were devoted to STS topics and 5.49% of the activities in all the analyzed earth science textbooks were focused on STS topics. However, none of the activities focused on STS topics were presented in STS approach as defined by NSTA. The percentage of STS topics inclusion and the percentage of activities focused on STS topics were considered to be very low. Accordingly, the objectives and goals of STS approach will not be achieved through using the analyzed earth science textbooks. The low percentages of STS activities and topics indicated also that the STS approach would not be fairly presented in science classrooms as long as science teachers depend on science textbooks 90% of their teaching time. Moreover, the results of this study revealed also that the inclusion of STS approach in science textbooks is still considered to be very low despite the support provided to the STS approach by science teachers, educators, organizations, and education departments and also despite of the publishing of Project Syntheses (1977) since twenty eight years ago.

Using Best Practices to Extract, Organize, and Reuse Embedded Decision Support Content Knowledge Rules from Mature Clinical Systems

PubMed Central

DesAutels, Spencer J.; Fox, Zachary E.; Giuse, Dario A.; Williams, Annette M.; Kou, Qing-hua; Weitkamp, Asli; Neal R, Patel; Bettinsoli Giuse, Nunzia

2016-01-01

Clinical decision support (CDS) knowledge, embedded over time in mature medical systems, presents an interesting and complex opportunity for information organization, maintenance, and reuse. To have a holistic view of all decision support requires an in-depth understanding of each clinical system as well as expert knowledge of the latest evidence. This approach to clinical decision support presents an opportunity to unify and externalize the knowledge within rules-based decision support. Driven by an institutional need to prioritize decision support content for migration to new clinical systems, the Center for Knowledge Management and Health Information Technology teams applied their unique expertise to extract content from individual systems, organize it through a single extensible schema, and present it for discovery and reuse through a newly created Clinical Support Knowledge Acquisition and Archival Tool (CS-KAAT). CS-KAAT can build and maintain the underlying knowledge infrastructure needed by clinical systems. PMID:28269846

Teachers' learning on the workshop of STS approach as a way of enhancing inventive thinking skills

NASA Astrophysics Data System (ADS)

Ngaewkoodrua, Nophakun; Yuenyong, Chokchai

2018-01-01

To improve science teachers to develop the STS lesson plans for enhancing the students' inventive thinking skills, the workshop of improving science teachers to develop the STS lesson plans for enhancing the Inventive thinking skills were organized. The paper aimed to clarify what teachers learn from the workshop. The goal of the activity of the workshop aimed to: 1) improve participants a better understanding of the relationship between the Inquiry based learning with STS approach, 2) understand the meaning and importance of the STS approach and identify the various stages of Yuenyong (2006) STS learning process, 3) discuss what they learned from the examples of Yuenyong (2006) lesson plan, 4) develop some activities for each stage of Yuenyong (2006) STS approach, and 5) ideas of providing STS approach activities for enhancing inventive thinking skills. Participants included 3 science teachers who work in Khon Kaen, Thailand. Methodology regarded interpretive paradigm. Teachers' learning about pedagogy of enhancing the students' inventive thinking skills will be interpreted through participant observation, teachers' tasks, and interview. The finding revealed that all participants could demonstrate their ideas how to generate the STS lesson plans as a way of enhancing inventive thinking skills. Teachers could mention some element of inventive thinking skills which could be generated on their STS learning activities.

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners' preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers' PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.

Gender Differences in Food Choice: Effects of Superior Temporal Sulcus Stimulation.

PubMed

Manippa, Valerio; Padulo, Caterina; van der Laan, Laura N; Brancucci, Alfredo

2017-01-01

The easy availability of food has caused a shift from eating for survival to hedonic eating. Women, compared to men, have shown to respond differently to food cues in the environment on a behavioral and a neural level, in particular to energy rich (compared to low energy) foods. It has been demonstrated that the right posterior superior temporal sulcus (STS) is the only region exhibiting greater activation for high vs. low calorie food choices. In order to test for a possible causal role of STS in food choice, we applied high frequency transcranial random noise stimulation (tRNS) on STS assuming a different response pattern between males and females. Our participants (18 females, 17 males) performed a forced choice task between food pairs matched for individual liking but differed in calorie, during the left STS, right STS stimulation and sham condition. Male participants showed a general preference for low calorie (LC) foods compared to females. In addition, we observed in males, but not in females, an increase of high calorie (HC) food choice during right STS tRNS compared to sham condition and left STS tRNS. Finally, we found an increase of missed choices during right STS stimulation compared to sham condition and left STS stimulation. In conclusion, thanks to tRNS evidence, we both confirm the involvement and suggest a causal role of right posterior STS in feeding behavior. Moreover, we suggest that gender differences exist in STS mechanisms underlying food choice.

Gender Differences in Food Choice: Effects of Superior Temporal Sulcus Stimulation

PubMed Central

Manippa, Valerio; Padulo, Caterina; van der Laan, Laura N.; Brancucci, Alfredo

2017-01-01

The easy availability of food has caused a shift from eating for survival to hedonic eating. Women, compared to men, have shown to respond differently to food cues in the environment on a behavioral and a neural level, in particular to energy rich (compared to low energy) foods. It has been demonstrated that the right posterior superior temporal sulcus (STS) is the only region exhibiting greater activation for high vs. low calorie food choices. In order to test for a possible causal role of STS in food choice, we applied high frequency transcranial random noise stimulation (tRNS) on STS assuming a different response pattern between males and females. Our participants (18 females, 17 males) performed a forced choice task between food pairs matched for individual liking but differed in calorie, during the left STS, right STS stimulation and sham condition. Male participants showed a general preference for low calorie (LC) foods compared to females. In addition, we observed in males, but not in females, an increase of high calorie (HC) food choice during right STS tRNS compared to sham condition and left STS tRNS. Finally, we found an increase of missed choices during right STS stimulation compared to sham condition and left STS stimulation. In conclusion, thanks to tRNS evidence, we both confirm the involvement and suggest a causal role of right posterior STS in feeding behavior. Moreover, we suggest that gender differences exist in STS mechanisms underlying food choice. PMID:29270120

Harvesting Intelligence in Multimedia Social Tagging Systems

NASA Astrophysics Data System (ADS)

Giannakidou, Eirini; Kaklidou, Foteini; Chatzilari, Elisavet; Kompatsiaris, Ioannis; Vakali, Athena

As more people adopt tagging practices, social tagging systems tend to form rich knowledge repositories that enable the extraction of patterns reflecting the way content semantics is perceived by the web users. This is of particular importance, especially in the case of multimedia content, since the availability of such content in the web is very high and its efficient retrieval using textual annotations or content-based automatically extracted metadata still remains a challenge. It is argued that complementing multimedia analysis techniques with knowledge drawn from web social annotations may facilitate multimedia content management. This chapter focuses on analyzing tagging patterns and combining them with content feature extraction methods, generating, thus, intelligence from multimedia social tagging systems. Emphasis is placed on using all available "tracks" of knowledge, that is tag co-occurrence together with semantic relations among tags and low-level features of the content. Towards this direction, a survey on the theoretical background and the adopted practices for analysis of multimedia social content are presented. A case study from Flickr illustrates the efficiency of the proposed approach.

Spacecraft Fire Safety 1956 to 1999: An Annotated Bibliography

NASA Technical Reports Server (NTRS)

Friedman, Robert; Ruff, Gary A.

2013-01-01

Knowledge of fire safety in spacecraft has resulted from over 50 years of investigation and experience in space flight. Current practices and procedures for the operation of the Space Transportation System (STS) shuttle and the International Space Station (ISS) have been developed from this expertise, much of which has been documented in various reports. Extending manned space exploration from low Earth orbit to lunar or Martian habitats and beyond will require continued research in microgravity combustion and fire protection in low gravity. This descriptive bibliography has been produced to document and summarize significant work in the area of spacecraft fire safety that was published between 1956 and July 1999. Although some important work published in the late 1990s may be missing, these citations as well as work since 2000 can generally be found in Web-based resources that are easily accessed and searched. In addition to the citation, each reference includes a short description of the contents and conclusions of the article. The bibliography contains over 800 citations that are cross-referenced both by topic and the authors and editors. There is a DVD that accompanies this bibliography (available by request from the Center for Aerospace Information) containing the full-text articles of selected citations as well as an electronic version of this report that has these citations as active links to their corresponding full-text article.

Pre-Service Chemistry Teachers' Pedagogical Content Knowledge of the Nature of Science in the Particle Nature of Matter

ERIC Educational Resources Information Center

Bektas, Oktay; Ekiz, Betul; Tuysuz, Mustafa; Kutucu, Elif Selcan; Tarkin, Aysegul; Uzuntiryaki-Kondakci, Esen

2013-01-01

This study investigated pre-service chemistry teachers' pedagogical content knowledge of the nature of science (NOS) in the content of the particle nature of matter. Qualitative research design was utilized. Data were collected from seven pre-service chemistry teachers (PCTs) by using open-ended questions, interviews, observations, lesson plans,…

Increasing Teachers' Confidence and Pedagogical Content Knowledge through a Workshop and Follow-Up Program on Climate Change

ERIC Educational Resources Information Center

Teed, Rebecca; Franco, Suzanne

2014-01-01

An Earth science professional-development program for in-service middle- and high-school teachers increased participants' content knowledge about weather, climate, and climate change in addition to increasing their confidence in their assessment and teaching skills. The curriculum and funding gave them time, funding, and the help of content and…

Initial Characterization of Colombian High School Physics Teachers' Pedagogical Content Knowledge on Electric Fields

ERIC Educational Resources Information Center

Melo-Niño, Lina Viviana; Cañada, Florentina; Mellado, Vicente

2017-01-01

We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants' teaching of electric field…

Investigating the Relevance and Importance of Mathematical Content Knowledge Areas for Beginning Elementary School Teachers. Research Memorandum No. RM-16-10

ERIC Educational Resources Information Center

Martin-Raugh, Michelle P.; Reese, Clyde M.; Howell, Heather; Tannenbaum, Richard J.; Steinberg, Jonathan H.; Xu, Jun

2016-01-01

The purpose of this report is to explore the content-related validity evidence supporting the mathematics components of the "ETS"® National Observational Teaching Exam (NOTE) assessment series, a kindergarten through 6th grade teacher licensure assessment. To establish the content knowledge required for the effective teaching of…

Effects of an Additional Mathematics Content Course on Elementary Teachers' Mathematical Beliefs and Knowledge for Teaching

ERIC Educational Resources Information Center

Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Hart, Lynn C.; Haardorfer, Regine

2012-01-01

This longitudinal study examines the effects of changes in an elementary teacher preparation program on mathematics beliefs and content knowledge for teaching of two groups of prospective teachers (N = 276): (1) those who completed a program with three mathematics content courses and two mathematics methods courses and (2) those who completed a…

Implementing CLIL in Higher Education in Thailand: The Extent to Which CLIL Improves Agricultural Students' Writing Ability, Agricultural Content, and Cultural Knowledge

ERIC Educational Resources Information Center

Chansri, Charinee; Wasanasomsithi, Punchalee

2016-01-01

The present study aimed to investigate the extent to which a CLIL (Content and Language Integrated Learning) course at university level in Thailand improves undergraduate Agricultural students' writing ability, agricultural content, and cultural knowledge. The study sample consisted of 27 students majoring in Agriculture at a public university in…

Is Pedagogical Content Knowledge (PCK) Necessary for Reformed Science Teaching?: Evidence from an Empirical Study

ERIC Educational Resources Information Center

Park, Soonhye; Jang, Jeong-Yoon; Chen, Ying-Chih; Jung, Jinhong

2011-01-01

This study tested a hypothesis that focused on whether or not teachers' pedagogical content knowledge (PCK) is a necessary body of knowledge for reformed science teaching. This study utilized a quantitative research method to investigate the correlation between a teacher's PCK level as measured by the PCK rubric (Park et al. 2008) and the degree…

An Experienced Chemistry Teacher's Practical Knowledge of Teaching with Practical Work: The PCK Perspective

ERIC Educational Resources Information Center

Wei, Bing; Liu, Hao

2018-01-01

We have examined an experienced chemistry teacher's pedagogical content knowledge (PCK) of teaching with practical work in China. Based on the well-known PCK model by Magnusson S. J., Krajcik J. and Borko H., (1999), "Nature, sources, and development of pedagogical content knowledge for science teaching," in Gess-Newsome J. and Lederman…

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

ERIC Educational Resources Information Center

Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

2013-01-01

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

ERIC Educational Resources Information Center

Nilsson, Pernilla; Vikström, Anna

2015-01-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?

ERIC Educational Resources Information Center

Moyer-Packenham, Patricia S.; Westenskow, Arla

2012-01-01

Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…

An Exploration of the Common Content Knowledge of High School Mathematics Teachers

ERIC Educational Resources Information Center

Bansilal, Sarah; Brijlall, Deonarain; Mkhwanazi, Thokozani

2014-01-01

Many studies point to the problem of poor mathematics content knowledge of mathematics teachers in South Africa. The purpose of this study was to investigate teachers' knowledge of the mathematics they are themselves teaching. Data was generated from the teachers' (n = 253) written responses to test that was a shortened form of a previous Grade 12…

The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

ERIC Educational Resources Information Center

Walter, Emily Marie

2013-01-01

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

The Impact of a Curriculum Course on Pre-Service Primary Teachers' Science Content Knowledge and Attitudes towards Teaching Science

ERIC Educational Resources Information Center

Murphy, Cliona; Smith, Greg

2012-01-01

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

Promoting Conceptual Change of Learning Sorting Algorithm through the Diagnosis of Mental Models: The Effects of Gender and Learning Styles

ERIC Educational Resources Information Center

Lau, Wilfred W. F.; Yuen, Allan H. K.

2010-01-01

It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important for improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students' mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual…

The Relationship between Faculty's Pedagogical Content Knowledge and Students' Knowledge about Diversity in Online Courses

ERIC Educational Resources Information Center

Chaudhery, Mitali

2012-01-01

The purpose of this proposed study will be to examine the relationship between faculty's pedagogical content knowledge and the design of online curriculum to teach students about diversity in a higher education environment. One hundred twenty-seven faculty teaching online courses at a Midwestern state will be selected on non-random sampling to…

Examining EFL Teachers' Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach

ERIC Educational Resources Information Center

Hsu, Liwei

2016-01-01

This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…

The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

ERIC Educational Resources Information Center

Iserbyt, Peter; Ward, Phillip; Martens, Jonas

2016-01-01

Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…

Teachers' Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis between Teachers in Saudi Arabia and United States

ERIC Educational Resources Information Center

Alqurashi, Emtinan; Gokbel, Elif N.; Carbonara, David

2017-01-01

Teachers' technological pedagogical content knowledge (TPACK) involves an awareness of instructional approaches, methods, and knowledge of building on technology to enhance students' learning. The purpose of this study was to evaluate the TPACK of teachers in Saudi Arabia and USA, and then describe the factors affecting teachers' TPACK through an…

Providing English Foreign Language Teachers with Content Knowledge to Facilitate Decoding and Spelling Acquisition: A Longitudinal Perspective

ERIC Educational Resources Information Center

Kahn-Horwitz, Janina

2016-01-01

This quasi-experimental study adds to the small existing literature on orthographic-related teacher knowledge in an English as a foreign language (EFL) context. The study examined the impact of a course on English orthography on predominantly non-native-speaking EFL preservice and inservice teachers' orthographic content knowledge, and the extent…

Does content knowledge matter for new teachers?

NASA Astrophysics Data System (ADS)

Reeves, Todd D.

There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed.

Content knowledge development in a chemistry teacher preparation program: A current potentials and challenges

NASA Astrophysics Data System (ADS)

Widhiyanti, Tuszie; Treagust, David F.; Mocerino, Mauro; Vishnumolakala, Venkat

2017-08-01

One of the essential facets in teacher education program is the development of the teachers' content knowledge and it has been suggested by many scholars that the study to analyse the process of content knowledge development in teacher education program is necessary. Regarding this, the aim of this research is to evaluate the existing program of developing pre-service chemistry teachers' content knowledge, especially in the topic about the particulate nature of matter. The curriculum of content knowledge development was analysed using the forms of the curriculum evaluation (Akker, 1998; Goodlad, Klein, and Tye (1979); Treagust, 1987). Within this framework, the curriculum was evaluated in several aspects including the vision and intention of the curriculum as mentioned in the curriculum documents (intended curriculum), the users' interpretation and perception about the curriculum (perceived curriculum), the actual process of curriculum implementation (implemented curriculum), and the outcomes of the curriculum (achieved curriculum). According to the framework used for this study, the research combined qualitative and quantitative methods of data collection and the interpretation including document analysis, classroom observation, interviews, and two-tier diagnostic test. Through this research we examined the coherence among those aspects. The results reveal that although the content knowledge development is explicitly intended in a curriculum, its implementation and lecturers' perceptions give influence in the results as appear in pre-service teachers' achievements. In general, this research provides basic information about the effectiveness of the program including the challenges and the potentials for a reconsideration of the program in the future.

Joint JSC/GSFC two-TDRS navigation certification results for STS-29, STS-30, and STS-32

NASA Technical Reports Server (NTRS)

Schmidt, Thomas G.; Brown, Edward T.; Murdock, Valerie E.; Cappellari, James O., Jr.; Smith, Evan A.; Schmitt, Mark W.; Omalley, James W.; Lowes, Flora B.; Joyce, James B.

1990-01-01

The procedures used and the results obtained in the joint Johnson Space Center (JSC)/Goddard Space Flight Center (GSFC) navigation certification of the two-Tracking and Data Relay Satellite (TDRS) S-band tracking configuration for support of low- to medium-inclination (28.5 to 62 degrees) Shuttle missions (STS-29 and STS-30) and Shuttle rendezvous missions (STS-32) are described. The objective of this certification effort was to certify the two-TDRS configuration for nominal Space Transportation System (STS) on-orbit navigation support, thereby making it possible to significantly reduce the ground tracking support requirements for routine STS on-orbit navigation. JSC had the primary responsibility for certification of the two-TDRS configuration for STS support, and GSFC supported the effort by performing Ground Network (GN) and Space Network (SN) tracking data evaluation, parallel orbit solutions, and solution comparisons. In the certification process, two types of orbit determination solutions were generated by JSC and by GSFC for each tracking arc evaluated, one type using TDRS-East and TDRS-West tracking data combined with ground tracking data (the reference solutions) and one type using only TDRS-East and TDRS-West tracking data. The two types of solutions were then compared to determine the maximum position differences over the solution arcs and whether these differences satisfied the navigation certification criteria. The certification criteria were a function of the type of Shuttle activity in the tracking arc, i.e., quiet, moderate, or active. Quiet periods included no attitude maneuvers or ventings; moderate periods included one or two maneuvers or ventings; and active periods included more than two maneuvers or ventings. The results of the individual JSC and GSFC certification analyses for the STS-29, STS-30, and STS-32 missions and the joint JSC/GSFC conclusions regarding certification of the two-TDRS S-band configuration for STS support are presented.

Artist concept drawings of STS-47 and STS-50 Spacelab (SL) experiments

NASA Technical Reports Server (NTRS)

1992-01-01

Artist concept drawings of STS-47 Endeavour, Orbiter Vehicle 105, Spacelab Japan (SL-J) and STS-50 Columbia, Orbiter Vehicle (OV) 102, United States Microgravity Laboratory 1 (USML-1) experiments include glovebox (41097) and lower body negative pressure (LBNP) device (41098).

A diurnal component to the variation in sieve tube amino acid content in wheat.

PubMed

Gattolin, Stefano; Newbury, H John; Bale, Jeffrey S; Tseng, Hua-Ming; Barrett, David A; Pritchard, Jeremy

2008-06-01

We have used high-sensitivity capillary electrophoresis coupled to a laser-induced fluorescence detection method to quantify 16 amino acids in wheat (Triticum aestivum) sieve tube (ST) samples as small as 2 nL collected by severing the stylets of feeding aphids. The sensitivity of the method was sufficient to determine a quantitative amino acid profile of individual STs without the need to bulk samples to produce larger volumes for analysis. This allowed the observation of the full range of variation that exists in individual STs. Some of the total concentrations of amino acids recorded are higher than those reported previously. The results obtained show variation in the concentrations of phenylalanine (Phe), histidine/valine (His/Val), leucine/isoleucine (Leu/Ile), arginine, asparagine, glutamine, tyrosine (Tyr), and lysine (Lys) across the ST samples. These could not be explained by plant-to-plant variation. Statistical analyses revealed five analytes (Tyr, Lys, Phe, His/Val, and Leu/Ile) that showed striking covariation in their concentrations across ST samples. A regression analysis revealed a significant relationship between the concentrations of Tyr, Lys, Phe, Leu/Ile, His/Val, asparagine, arginine, and proline and the time of collection of ST samples, with these amino acids increasing in concentration during the afternoon. This increase was confirmed to occur in individual STs by analyzing samples obtained from stylet bundles exuding for many hours. Finally, an apparent relationship between the exudation rate of ST sap and its total amino acid concentration was observed: samples containing higher total amino acid concentrations were observed to exude from the severed stylet bundles more slowly.

Extensive Within-Host Diversity in Fecally Carried Extended-Spectrum-Beta-Lactamase-Producing Escherichia coli Isolates: Implications for Transmission Analyses.

PubMed

Stoesser, N; Sheppard, A E; Moore, C E; Golubchik, T; Parry, C M; Nget, P; Saroeun, M; Day, N P J; Giess, A; Johnson, J R; Peto, T E A; Crook, D W; Walker, A S

2015-07-01

Studies of the transmission epidemiology of antimicrobial-resistant Escherichia coli, such as strains harboring extended-spectrum beta-lactamase (ESBL) genes, frequently use selective culture of rectal surveillance swabs to identify isolates for molecular epidemiological investigation. Typically, only single colonies are evaluated, which risks underestimating species diversity and transmission events. We sequenced the genomes of 16 E. coli colonies from each of eight fecal samples (n = 127 genomes; one failure), taken from different individuals in Cambodia, a region of high ESBL-producing E. coli prevalence. Sequence data were used to characterize both the core chromosomal diversity of E. coli isolates and their resistance/virulence gene content as a proxy measure of accessory genome diversity. The 127 E. coli genomes represented 31 distinct sequence types (STs). Seven (88%) of eight subjects carried ESBL-positive isolates, all containing blaCTX-M variants. Diversity was substantial, with a median of four STs/individual (range, 1 to 10) and wide genetic divergence at the nucleotide level within some STs. In 2/8 (25%) individuals, the same blaCTX-M variant occurred in different clones, and/or different blaCTX-M variants occurred in the same clone. Patterns of other resistance genes and common virulence factors, representing differences in the accessory genome, were also diverse within and between clones. The substantial diversity among intestinally carried ESBL-positive E. coli bacteria suggests that fecal surveillance, particularly if based on single-colony subcultures, will likely underestimate transmission events, especially in high-prevalence settings. Copyright © 2015, Stoesser et al.

[Prediction of 137Cs behaviour in the soil-plant system in the territory of Semipalatinsk test site].

PubMed

Spiridonov, S I; Mukusheva, M K; Gontarenko, I A; Fesenko, S V; Baranov, S A

2005-01-01

A mathematical model of 137Cs behaviour in the soil-plant system is presented. The model has been parameterized for the area adjacent to the testing area Ground Zero of the Semipalatinsk Test Site. The model describes the main processes responsible for the changes in 137Cs content in the soil solution and, thereby, dynamics of the radionuclide uptake by vegetation. The results are taken from predictive and retrospective calculations that reflect the dynamics of 137Cs distribution by species in soil after nuclear explosions. The importance of factors governing 137Cs accumulation in plants within the STS area is assessed. The analysis of sensitivity of the output model variable to changes in its parameters revealed that the key soil properties significantly influence the results of prediction of 137Cs content in plants.

Single-unit activity during natural vision: diversity, consistency, and spatial sensitivity among AF face patch neurons.

PubMed

McMahon, David B T; Russ, Brian E; Elnaiem, Heba D; Kurnikova, Anastasia I; Leopold, David A

2015-04-08

Several visual areas within the STS of the macaque brain respond strongly to faces and other biological stimuli. Determining the principles that govern neural responses in this region has proven challenging, due in part to the inherently complex stimulus domain of dynamic biological stimuli that are not captured by an easily parameterized stimulus set. Here we investigated neural responses in one fMRI-defined face patch in the anterior fundus (AF) of the STS while macaques freely view complex videos rich with natural social content. Longitudinal single-unit recordings allowed for the accumulation of each neuron's responses to repeated video presentations across sessions. We found that individual neurons, while diverse in their response patterns, were consistently and deterministically driven by the video content. We used principal component analysis to compute a family of eigenneurons, which summarized 24% of the shared population activity in the first two components. We found that the most prominent component of AF activity reflected an interaction between visible body region and scene layout. Close-up shots of faces elicited the strongest neural responses, whereas far away shots of faces or close-up shots of hindquarters elicited weak or inhibitory responses. Sensitivity to the apparent proximity of faces was also observed in gamma band local field potential. This category-selective sensitivity to spatial scale, together with the known exchange of anatomical projections of this area with regions involved in visuospatial analysis, suggests that the AF face patch may be specialized in aspects of face perception that pertain to the layout of a social scene.

STS-86 Mission Specialist Wolf at SLF for TCDT

NASA Technical Reports Server (NTRS)

1997-01-01

STS-86 Mission Specialist David A. Wolf arrives in a T-38 jet at KSCs Shuttle Landing Facility for the Terminal Countdown Demonstration Test (TCDT), a dress rehearsal for launch. STS-86 will be the seventh docking of the Space Shuttle with the Russian Space Station Mir. During the mission, Wolf will transfer to the Mir 24 crew, replacing astronaut C. Michael Foale, who will return to Earth with the rest of the STS-86 crew. Wolf is scheduled to remain on the Mir until his replacement arrives on the STS-89 mission in January. STS-86 is targeted for a Sept. 25 launch aboard the Space Shuttle Atlantis.

KSC-2010-4453

NASA Image and Video Library

2010-07-29

CAPE CANAVERAL, Fla. -- This orbiter tribute of space shuttle Discovery, or OV-103, hangs in Firing Room 4 of the Launch Control Center at NASA's Kennedy Space Center in Florida. Discovery’s accomplishments include the first female shuttle pilot, Eileen Collins, on STS-63, John Glenn’s legendary return to space on STS-95, and the celebration of the 100th shuttle mission with STS-92. In addition, Discovery supported a number of Department of Defense programs, satellite deploy and repair missions and 13 International Space Station construction and operation flights. The tribute features Discovery demonstrating the rendezvous pitch maneuver on approach to the International Space Station during STS-114. Having accumulated the most space shuttle flights, Discovery’s 39 mission patches are shown circling the spacecraft. The background image was taken from the Hubble Space Telescope, which launched aboard Discovery on STS-31 and serviced by Discovery on STS-82 and STS-103. The American Flag and Bald Eagle represent Discovery’s two Return-to-Flight missions -- STS-26 and STS-114 -- and symbolize Discovery’s role in returning American astronauts to space. Five orbiter tributes are on display in the firing room, representing Atlantis, Challenger, Columbia, Endeavour and Discovery. Graphic design credit: NASA/Amy Lombardo

STS-133 and Expedition 26 Crewmembers

NASA Image and Video Library

2011-02-26

ISS026-E-030338 (26 Feb. 2011) --- STS-133 and Expedition 26 crew members are pictured shortly after space shuttle Discovery and the International Space Station docked in space and the hatches were opened. Pictured are NASA astronauts Scott Kelly (left foreground), Expedition 26 commander; Steve Bowen (left) and Michael Barratt (right foreground), both STS-133 mission specialists. Visible in the background are NASA astronauts Eric Boe (left), STS-133 pilot; and Steve Lindsey (mostly obscured at right), STS-133 commander.

When technology, science and culture meet: insights from ancient Chinese technology

NASA Astrophysics Data System (ADS)

Lee, Yeung Chung

2017-10-01

This paper draws together two important agendas in science education. The first is making science education more inclusive such that students from non-Western or indigenous cultures can benefit from culturally relevant curricula. The second is integrating technology into the curriculum under the umbrella of Science-Technology-Society (STS) education to embrace the social aspects of science, with technology serving as a bridge. The advancement of the first agenda is hindered by the pursuance by both Western and non-Western societies of narrow cultural and practical goals without considering the development of science and technology from a cross-cultural perspective. The second agenda is limited by the misconception that technology is applied science, leading to the exclusion from STS discussions of pre-science or indigenous technologies developed by non-Western cultures. Through selected case studies of the evolution of Chinese traditional technologies and their interaction with science, this paper offers a perspective from the Far East, and argues for situating culturally responsive science education in broader historical and cross-cultural contexts to acknowledge the multi-cultural contributions to science and technology. A form of cross-cultural STS education is advanced, encompassing the cultural basis of technological developments, technology diffusion, interactions of traditional technology with science, and the potential development of traditional or indigenous technologies. This approach provides a bridge between the existing universal science education paradigm promoted in the West and the different forms of multi-cultural education advocated by indigenous science educators. To translate theory into practice, a conceptual framework is proposed in which the essential transdisciplinary knowledge base, curricular goals, and pedagogical approaches are embedded.

Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans

NASA Astrophysics Data System (ADS)

Canbazoglu Bilici, Sedef; Selcen Guzey, S.; Yamak, Havva

2016-05-01

Background: Technological pedagogical content knowledge (TPACK) is critical for effective teaching with technology. However, generally science teacher education programs do not help pre-service teachers develop TPACK. Purpose: The purpose of this study was to assess pre-service science teachers' TPACK over a semester-long Science Methods. Sample: Twenty-seven pre-service science teachers took the course toward the end of their four-year teacher education program. Design and method: The study employed the case study methodology. Lesson plans and microteaching observations were used as data collection tools. Technological Pedagogical Content Knowledge-based lesson plan assessment instrument (TPACK-LpAI) and Technological Pedagogical Content Knowledge Observation Protocol (TPACK-OP) were used to analyze data obtained from observations and lesson plans. Results: The results showed that the TPACK-focused Science Methods course had an impact on pre-service teachers' TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion: Teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

PubMed Central

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2015-01-01

In teacher education, general pedagogical and psychological knowledge (PPK) is often taught separately from the teaching subject itself, potentially leading to inert knowledge. In an experimental study with 69 mathematics student teachers, we tested the benefits of fostering the integration of pedagogical content knowledge (PCK) and general PPK with respect to knowledge application. Integration was fostered either by integrating the contents or by prompting the learners to integrate separately taught knowledge. Fostering integration, as compared to a separate presentation without integration help, led to more applicable PPK and greater simultaneous application of PPK and PCK. The advantages of fostering knowledge integration were not moderated by the student teachers’ prior knowledge or working memory capacity. A disadvantage of integrating different knowledge types referred to increased learning times. PMID:26082740

Hepatic overexpression of steroid sulfatase ameliorates mouse models of obesity and type 2 diabetes through sex-specific mechanisms.

PubMed

Jiang, Mengxi; He, Jinhan; Kucera, Heidi; Gaikwad, Nilesh W; Zhang, Bin; Xu, Meishu; O'Doherty, Robert M; Selcer, Kyle W; Xie, Wen

2014-03-21

The steroid sulfatase (STS)-mediated desulfation is a critical metabolic mechanism that regulates the chemical and functional homeostasis of endogenous and exogenous molecules. In this report, we first showed that the liver expression of Sts was induced in both the high fat diet (HFD) and ob/ob models of obesity and type 2 diabetes and during the fed to fasting transition. In defining the functional relevance of STS induction in metabolic disease, we showed that overexpression of STS in the liver of transgenic mice alleviated HFD and ob/ob models of obesity and type 2 diabetes, including reduced body weight, improved insulin sensitivity, and decreased hepatic steatosis and inflammation. Interestingly, STS exerted its metabolic benefit through sex-specific mechanisms. In female mice, STS may have increased hepatic estrogen activity by converting biologically inactive estrogen sulfates to active estrogens and consequently improved the metabolic functions, whereas ovariectomy abolished this protective effect. In contrast, the metabolic benefit of STS in males may have been accounted for by the male-specific decrease of inflammation in white adipose tissue and skeletal muscle as well as a pattern of skeletal muscle gene expression that favors energy expenditure. The metabolic benefit in male STS transgenic mice was retained after castration. Treatment with the STS substrate estrone sulfate also improved metabolic functions in both the HFD and ob/ob models. Our results have uncovered a novel function of STS in energy metabolism and type 2 diabetes. Liver-specific STS induction or estrogen/estrogen sulfate delivery may represent a novel approach to manage metabolic syndrome.

Measurement of ulnar subtrochlear sclerosis using a percentage scale in labrador retrievers with minimal radiographic signs of periarticular osteophytosis.

PubMed

Smith, Thomas J; Fitzpatrick, Noel; Evans, Richard B; Pead, Mathew J

2009-02-01

To report the development of a measurement method for quantifying ulnar subtrochlear sclerosis (STS) in Labrador Retrievers. Prospective blinded study. Radiographs of Labrador Retrievers elbows (n=30) with minimal radiographic signs of periarticular osteophytosis. Measurement of STS as a % of the distance between 2 standardized radiographic landmarks (%STS) was developed. Mediolateral radiographic projections of flexed elbows were collected from 2 cohorts termed diseased (n=15; confirmed disease of the medial coronoid process) and control (n=15; free from clinically evident disease). Five observers blindly assessed each radiograph for radiographic technique, elbow positioning, periarticular osteophytosis, and STS, which, if present, was measured and assigned a %STS score. Intraobserver and interobserver variations in measuring STS and the ability to differentiate study cohorts were assessed using receiver operator curve (ROC) characteristics. A P-value of <.05 was considered significant. Median %STS for diseased elbows was 47% (range, 0-74%) and 0% (range, 0-62%) for control elbows. Correlations were not significantly different between each observer's assessments of %STS, with a median Spearman's P-value of .75 (range, .67-.86). All observers differentiated the 2 cohorts with "fair-good" accuracy, with a median ROC value of 0.81 (range, 0.75-0.88). Measurement of %STS in Labrador Retrievers was repeatable for each observer and repeatable between observers. A method for measuring STS allows comparison of Labrador Retrievers of different sizes, is easy to perform, and could be used to investigate the clinical significance of STS in this breed.

KSC-2010-4453C

NASA Image and Video Library

2010-07-29

CAPE CANAVERAL, Fla. -- This orbiter tribute of space shuttle Discovery, or OV-103, hangs in Firing Room 4 of the Launch Control Center at NASA's Kennedy Space Center in Florida. In 2011, the tribute was updated to reflect the crew member change on Discovery's final mission -- STS-133. Steve Bowen replaced Tim Kopra as a mission specialist on STS-133, after Kopra was injured in a bicycle accident that prevented him from flying into space. Discovery’s accomplishments include the first female shuttle pilot, Eileen Collins, on STS-63, John Glenn’s legendary return to space on STS-95, and the celebration of the 100th shuttle mission with STS-92. In addition, Discovery supported a number of Department of Defense programs, satellite deploy and repair missions and 13 International Space Station construction and operation flights. The tribute features Discovery demonstrating the rendezvous pitch maneuver on approach to the International Space Station during STS-114. Having accumulated the most space shuttle flights, Discovery’s 39 mission patches are shown circling the spacecraft. The background image was taken from the Hubble Space Telescope, which launched aboard Discovery on STS-31 and serviced by Discovery on STS-82 and STS-103. The American Flag and Bald Eagle represent Discovery’s two Return-to-Flight missions -- STS-26 and STS-114 -- and symbolize Discovery’s role in returning American astronauts to space. Five orbiter tributes are on display in the firing room, representing Atlantis, Challenger, Columbia, Endeavour and Discovery. Graphic design credit: NASA/Amy Lombardo. NASA publication number: SP-2010-08-164-KSC

KSC-2010-4453D

NASA Image and Video Library

2010-07-29

CAPE CANAVERAL, Fla. -- This is a version of space shuttle Discovery's orbiter tribute, or OV-103, which hangs in Firing Room 4 of the Launch Control Center at NASA's Kennedy Space Center in Florida. In 2011, the tribute was updated to reflect the crew member change on Discovery's final mission -- STS-133. Steve Bowen replaced Tim Kopra as a mission specialist on STS-133, after Kopra was injured in a bicycle accident that prevented him from flying into space. Discovery’s accomplishments include the first female shuttle pilot, Eileen Collins, on STS-63, John Glenn’s legendary return to space on STS-95, and the celebration of the 100th shuttle mission with STS-92. In addition, Discovery supported a number of Department of Defense programs, satellite deploy and repair missions and 13 International Space Station construction and operation flights. The tribute features Discovery demonstrating the rendezvous pitch maneuver on approach to the International Space Station during STS-114. Having accumulated the most space shuttle flights, Discovery’s 39 mission patches are shown circling the spacecraft. The background image was taken from the Hubble Space Telescope, which launched aboard Discovery on STS-31 and serviced by Discovery on STS-82 and STS-103. The American Flag and Bald Eagle represent Discovery’s two Return-to-Flight missions -- STS-26 and STS-114 -- and symbolize Discovery’s role in returning American astronauts to space. Five orbiter tributes are on display in the firing room, representing Atlantis, Challenger, Columbia, Endeavour and Discovery. Graphic design credit: NASA/Amy Lombardo. NASA publication number: SP-2010-08-164-KSC

KSC-2010-4453E

NASA Image and Video Library

2010-07-29

CAPE CANAVERAL, Fla. -- This is a printable version of space shuttle Discovery's orbiter tribute, or OV-103, which hangs in Firing Room 4 of the Launch Control Center at NASA's Kennedy Space Center in Florida. In 2011, the tribute was updated to reflect the crew member change on Discovery's final mission -- STS-133. Steve Bowen replaced Tim Kopra as a mission specialist on STS-133, after Kopra was injured in a bicycle accident that prevented him from flying into space. Discovery’s accomplishments include the first female shuttle pilot, Eileen Collins, on STS-63, John Glenn’s legendary return to space on STS-95, and the celebration of the 100th shuttle mission with STS-92. In addition, Discovery supported a number of Department of Defense programs, satellite deploy and repair missions and 13 International Space Station construction and operation flights. The tribute features Discovery demonstrating the rendezvous pitch maneuver on approach to the International Space Station during STS-114. Having accumulated the most space shuttle flights, Discovery’s 39 mission patches are shown circling the spacecraft. The background image was taken from the Hubble Space Telescope, which launched aboard Discovery on STS-31 and serviced by Discovery on STS-82 and STS-103. The American Flag and Bald Eagle represent Discovery’s two Return-to-Flight missions -- STS-26 and STS-114 -- and symbolize Discovery’s role in returning American astronauts to space. Five orbiter tributes are on display in the firing room, representing Atlantis, Challenger, Columbia, Endeavour and Discovery. Graphic design credit: NASA/Amy Lombardo. NASA publication number: SP-2010-08-164-KSC

STS-45 Earth observation of the Aurora Australis or Southern Lights

NASA Image and Video Library

1992-04-02

STS-45 Earth observation taken onboard Atlantis, Orbiter Vehicle (OV) 104, is of the Aurora Australis or Southern Lights. The STS-45 crewmembers note the interesting spiralling or corkscrew appearance of this particular sighting. Aurorae were observed and photographed throughout the STS-45 nine-day mission.

"Astronaut STS-123 EVA 1, NBL Training"

NASA Image and Video Library

2007-04-18

• Event (Mission for flight / Class for training): STS-118 (13A.1) • Title: STS-118 EVA 1 NBL • Date: 4-18-07 • Location: NBL • Key words: 118, 13A.1, S5, NBL • Description: NBL underwater photos of STS-118 EVA 1 S5 install.

STS-45 Earth observation of the Aurora Australis or Southern Lights

NASA Technical Reports Server (NTRS)

1992-01-01

STS-45 Earth observation taken onboard Atlantis, Orbiter Vehicle (OV) 104, is of the Aurora Australis or Southern Lights. The STS-45 crewmembers note the interesting spiralling or corkscrew appearance of this particular sighting. Aurorae were observed and photographed throughout the STS-45 nine-day mission.

Teaching Statistics with Technology

ERIC Educational Resources Information Center

Prodromou, Theodosia

2015-01-01

The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. The TPACK conceptual framework is based upon the…

Principals Judge Teachers by Their Teaching

ERIC Educational Resources Information Center

Nixon, Andy; Packard, Abbot; Dam, Margaret

2013-01-01

This quantitative study investigated the relationship between teacher dispositions, subject content knowledge, pedagogical content knowledge, and reasons that school principals recommend non-renewal of probationary teachers' contracts. Principals in the Southeastern Unites States completed an e-mailed survey. Two nonparametric tests,…

Developing pre-service science teachers' pedagogical content knowledge by using training program

NASA Astrophysics Data System (ADS)

Udomkan, Watinee; Suwannoi, Paisan

2018-01-01

A training program was developed for enhancing pre-service science teachers' pedagogical content knowledge (PCK). The pre-service science teachers are able to: understand science curriculum, knowledge of assessment in science, knowledge of students' understanding of science, instructional strategies and orientations towards science teaching, which is conceptualized as PCK [5]. This study examined the preservice science teachers' understandings and their practices which include five pre-service science teachers' PCK. In this study, the participants demonstrated their PCK through the process of the training program by writing content representations (CoRes), preparing the lesson plans, micro-teaching, and actual teaching respectively. All pre-service science teachers' performs were collected by classroom observations. Then, they were interviewed. The results showed that the pre-service science teachers progressively developed knowledge components of PCK. Micro-teaching is the key activities for developing PCK. However, they had some difficulties in their classroom teaching. They required of sufficient ability to design appropriate instructional strategies and assessment activities for teaching. Blending content and pedagogy is also a matter of great concern. The implication of this study was that science educators can enhance pre-service science teachers' PCK by fostering their better understandings of the instructional strategies, assessment activities and blending between content and pedagogy in their classroom.

A Bioinformatics Facility for NASA

NASA Technical Reports Server (NTRS)

Schweighofer, Karl; Pohorille, Andrew

2006-01-01

Building on an existing prototype, we have fielded a facility with bioinformatics technologies that will help NASA meet its unique requirements for biological research. This facility consists of a cluster of computers capable of performing computationally intensive tasks, software tools, databases and knowledge management systems. Novel computational technologies for analyzing and integrating new biological data and already existing knowledge have been developed. With continued development and support, the facility will fulfill strategic NASA s bioinformatics needs in astrobiology and space exploration. . As a demonstration of these capabilities, we will present a detailed analysis of how spaceflight factors impact gene expression in the liver and kidney for mice flown aboard shuttle flight STS-108. We have found that many genes involved in signal transduction, cell cycle, and development respond to changes in microgravity, but that most metabolic pathways appear unchanged.