teaching basic science: Topics by Science.gov

Sample records for teaching basic science

The use of simulation in teaching the basic sciences.

PubMed

Eason, Martin P

2013-12-01

To assess the current use of simulation in medical education, specifically, the teaching of the basic sciences to accomplish the goal of improved integration. Simulation is increasingly being used by the institutions to teach the basic sciences. Preliminary data suggest that it is an effective tool with increased retention and learner satisfaction. Medical education is undergoing tremendous change. One of the directions of that change is increasing integration of the basic and clinical sciences to improve the efficiency and quality of medical education, and ultimately to improve the patient care. Integration is thought to improve the understanding of basic science conceptual knowledge and to better prepare the learners for clinical practice. Simulation because of its unique effects on learning is currently being successfully used by many institutions as a means to produce that integration through its use in the teaching of the basic sciences. Preliminary data indicate that simulation is an effective tool for basic science education and garners high learner satisfaction.
Progress in the Utilization of High-Fidelity Simulation in Basic Science Education

ERIC Educational Resources Information Center

Helyer, Richard; Dickens, Peter

2016-01-01

High-fidelity patient simulators are mainly used to teach clinical skills and remain underutilized in teaching basic sciences. This article summarizes our current views on the use of simulation in basic science education and identifies pitfalls and opportunities for progress.
Basic science conferences in residency training: a national survey.

PubMed

Cruz, P D; Charley, M R; Bergstresser, P R

1987-02-01

Basic science teaching is an important component of dermatology residency training, and the basic science conference is the major tool utilized by departments of dermatology for its implementation. To characterize the role of basic science conferences in dermatology training, a national survey of chief residents was conducted. Although the survey confirmed that a high value is placed on basic science conferences, a surprising finding was a significant level of dissatisfaction among chief residents, particularly those from university-based programs. Results of the survey have been used to redefine our own objectives in basic science teaching and to propose elements of methodology and curriculum.
Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…
Integration of basic sciences and clinical sciences in oral radiology education for dental students.

PubMed

Baghdady, Mariam T; Carnahan, Heather; Lam, Ernest W N; Woods, Nicole N

2013-06-01

Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. This study was conducted to compare the diagnostic accuracy of students when taught basic sciences segregated or integrated with clinical features. Predoctoral dental students (n=51) were taught four confusable intrabony abnormalities using basic science descriptions integrated with the radiographic features or taught segregated from the radiographic features. The students were tested with diagnostic images, and memory tests were performed immediately after learning and one week later. On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.
Gender, Science, & the Undergraduate Curriculum. Building Two-Way Streets.

ERIC Educational Resources Information Center

Musil, Caryn McTighe, Ed.

In the essays in this book interdisciplinary groups of scholars and teachers explore ways to integrate the feminist science studies scholarship into the teaching of basic science and how to insert more basic science into the teaching of women's studies. The essays of part 1, New Courses and New Intellectual Frameworks: Transforming Courses in…
Trends of Students of the College of Basic Science towards Teaching the Course of Athletics and Health by Using Computer Technology in the World Islamic Sciences and Education University (WISE)

ERIC Educational Resources Information Center

Salameh, Ibrahim Abdul Ghani; Khawaldeh, Mohammad Falah Ali

2014-01-01

The Study aimed at identifying the trends of the students of basic sciences College in the World Islamic Sciences and Education University towards teaching health and sport course by using computer technology as a teaching method, and to identify also the impact of the variables of academic level and the gender on the students' trends. The study…
Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

PubMed

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.
Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.
Provocative Opinion: Fads in Science Teaching

ERIC Educational Resources Information Center

Parry, R. W.

1975-01-01

Criticizes the post-Sputnik wave of multi-disciplinary science curricula aimed at teaching the students about social problems and how science can help solve these problems. Suggests that science teaching should concentrate more on the basics of a given discipline and should be taught be specialists rather than generalists. (MLH)
The concept of nature in Islamic science teaching

NASA Astrophysics Data System (ADS)

Zarman, Wendi

2016-02-01

Science teaching is basically value laden activities. One of the values tells that science is not related to any religion. This secular value is reflected to science teaching in many places, including religious country like Indonesia. However, we argue that in Indonesia science teaching should not be secular as in the Western country since one of the basic aim of National Education according to the Indonesian constitution Undang-Undang Dasar 1945, is to inculcate faith and god-fearing to One God Almighty. As we know, Indonesia is a Moslem country and has many Islamic schools in it too. Thus, it is important to design a science teaching framework base on Islamic teaching to fulfill the basic aim of National Education This paper discusses concept of nature, the key term in science, based on Islamic view that may used as a framework to develop Islamic science teaching. In Islam, science has a strong relation to religion since nature reflects the existence of the Creator. This concept is derived from the analysis of several verses from Qur'an as the main source of Islamic teaching. There are several principle can be derived from this analysis. Firstly, visible world is not the only world, but there is also the unseen world. Secondly, the nature is not merely matter that doesn't have any sacred value, but it is the indication or symbol of God existence and His Nature. Thirdly, The Qur'an and the nature are both Books of Allah that contain messages of Him, so they are complementary to each other
BASIC ELECTRICITY. SCIENCE IN ACTION SERIES, NUMBER 14.

ERIC Educational Resources Information Center

CASSEL, RICHARD

THIS TEACHING GUIDE, INVOLVING ACTIVITIES FOR DEVELOPING AN UNDERSTANDING OF BASIC ELECTRICITY, EMPHASIZES STUDENT INVESTIGATIONS RATHER THAN FACTS, AND IS BASED ON THE PREMISE THAT THE MAJOR GOAL IN SCIENCE TEACHING IS THE DEVELOPMENT OF THE INVESTIGATIVE ATTITUDE IN THE STUDENT. ACTIVITIES SUGGESTED INVOLVE SIMPLE DEMONSTRATIONS AND EXPERIMENTS…
Teaching Toxicology as a Basic Medical Science

ERIC Educational Resources Information Center

Gralla, Edward J.

1976-01-01

A 4-year effort at Yale University School of Medicine to teach toxicology as an elective basic science from the standpoint of organ-specific toxic effects is described. The objective of the successful multidisciplinary program is to prepare physicians to understand, recognize, and manage adverse effects from drugs and other environmental…
Integrated Medical Curriculum: Advantages and Disadvantages

PubMed Central

Quintero, Gustavo A.; Vergel, John; Arredondo, Martha; Ariza, María-Cristina; Gómez, Paula; Pinzon-Barrios, Ana-Maria

2016-01-01

Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups. PMID:29349303
A critical narrative review of transfer of basic science knowledge in health professions education.

PubMed

Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

2018-06-01

'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that requires further development for implementation and scholarship. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Can the Faculty Development Door Swing Both Ways? Science and Clinical Teaching in the 1990s.

ERIC Educational Resources Information Center

Tedesco, Lisa A.

1988-01-01

The relationship between clinical teaching and research in the basic sciences is discussed. The same energy expended to enhance clinical research will also efficiently build new curricula; ease the strains associated with assigning a priority to teaching or research; and serve to further science, teaching, and technology transfer. (MLW)
Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

NASA Astrophysics Data System (ADS)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.
Integration of Basic and Clinical Science in the Psychiatry Clerkship.

PubMed

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.
Beginning to Teach Chemistry: How personal and academic characteristics of pre-service science teachers compare with their understandings of basic chemical ideas

NASA Astrophysics Data System (ADS)

Kind, Vanessa; Morten Kind, Per

2011-10-01

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by questionnaire, indicate that despite all PSTs being regarded technically as 'academically well-qualified' for science teaching, biology and physics specialists have more extensive misconceptions than chemists. Two personal characteristics, PSTs' preferences for teaching as a subject 'specialist' or as a 'generalist' teaching all sciences and their self-confidence for working in these two domains, were assessed by responses to Likert-scale statements. Proportionately more biologists tend to be 'super-confident' generalists, while more physicists were specialists anxious about outside specialism teaching. No statistically significant relationships between personal characteristics and misconceptions were found, suggesting that chemistry may be being taught by confident PSTs with poor understandings of basic ideas. Furthermore, these data suggest that attending to PSTs' personal characteristics alongside other components of a teacher's professional knowledge base may contribute to creating more effective science teachers. The paper presents a novel way of considering PSTs' qualities for teaching that offers potential for further research and initial teacher training course development.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School.

PubMed

van der Hoeven, Dharini; van der Hoeven, Ransome; Zhu, Liang; Busaidy, Kamal; Quock, Ryan L

2018-04-01

Although dental education has traditionally been organized into basic sciences education (first and second years) and clinical education (third and fourth years), there has been growing interest in ways to better integrate the two to more effectively educate students and prepare them for practice. Since 2012, The University of Texas School of Dentistry at Houston (UTSD) has made it a priority to improve integration of basic and clinical sciences, with a focus to this point on integrating the basic sciences. The aim of this study was to determine the perspectives of basic and clinical science faculty members regarding basic and clinical sciences integration and the degree of integration currently occurring. In October 2016, all 227 faculty members (15 basic scientists and 212 clinicians) were invited to participate in an online survey. Of the 212 clinicians, 84 completed the clinician educator survey (response rate 40%). All 15 basic scientists completed the basic science educator survey (response rate 100%). The majority of basic and clinical respondents affirmed the value of integration (93.3%, 97.6%, respectively) and reported regular integration in their teaching (80%, 86.9%). There were no significant differences between basic scientists and clinicians on perceived importance (p=0.457) and comfort with integration (p=0.240), but the basic scientists were more likely to integrate (p=0.039) and collaborate (p=0.021) than the clinicians. There were no significant differences between generalist and specialist clinicians on importance (p=0.474) and degree (p=0.972) of integration in teaching and intent to collaborate (p=0.864), but the specialists reported feeling more comfortable presenting basic science information (p=0.033). Protected faculty time for collaborative efforts and a repository of integrated basic science and clinical examples for use in teaching and faculty development were recommended to improve integration. Although questions might be raised about the respondents' definition of "integration," this study provides a baseline assessment of perceptions at a dental school that is placing a priority on integration.
A Simulation for Teaching the Basic and Clinical Science of Fluid Therapy

ERIC Educational Resources Information Center

Rawson, Richard E.; Dispensa, Marilyn E.; Goldstein, Richard E.; Nicholson, Kimberley W.; Vidal, Noni Korf

2009-01-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical…
Aligning library instruction with the needs of basic sciences graduate students: a case study.

PubMed

O'Malley, Donna; Delwiche, Frances A

2012-10-01

How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.
Physics Education: Effect of Micro-Teaching Method Supported by Educational Technologies on Pre-Service Science Teachers' Misconceptions on Basic Astronomy Subjects

ERIC Educational Resources Information Center

Gurbuz, Fatih

2016-01-01

The purpose of this research study is to explore pre-service science teachers' misconceptions on basic astronomy subjects and to examine the effect of micro teaching method supported by educational technologies on correcting misconceptions. This study is an action research. Semi- structured interviews were used in the study as a data collection…
Language Arts

ERIC Educational Resources Information Center

Fisher, Carol J.

1978-01-01

Presents ideas and activities for teaching basic skills including vocabulary building, learning science from the microclimates, using tape recorders to teach reading, and using monsters to teach metrics. (JMB)
Teaching Science in Elementary and Middle School: A Cognitive and Cultural Approach. Second Edition

ERIC Educational Resources Information Center

Buxton, Cory A.; Provenzo, Eugene F., Jr.

2010-01-01

Featuring an increased emphasis on the way today's changing science and technology is shaping our culture, this Second Edition of "Teaching Science in Elementary and Middle School" provides pre- and in-service teachers with an introduction to basic science concepts and methods of science instruction, as well as practical strategies for the…
Energy. Physical Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Sneider, Cary I.; Piccotto, Henri

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…
Sound. Physical Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Chan, Janis Fisher; Friedland, Mary

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…
Animals. Life Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Roderman, Winifred Ho; Booth, Gerald

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of life science. Six separate units…
The Junior High School Integrated Science: The Actual Teaching Process in the Perspective of an Ethnographer

ERIC Educational Resources Information Center

Adu-Gyamfi, Kenneth; Ampiah, Joseph Ghartey

2016-01-01

Science education at the Basic School (Primary and Junior High School) serves as the foundation upon which higher levels of science education are pivoted. This ethnographic study sought to investigate the teaching of Integrated Science at the Junior High School (JHS) level in the classrooms of two science teachers in two schools of differing…
Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

ERIC Educational Resources Information Center

Busch, Hauke C.

2010-01-01

A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…
Aligning library instruction with the needs of basic sciences graduate students: a case study

PubMed Central

O'Malley, Donna; Delwiche, Frances A.

2012-01-01

Question: How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? Setting: The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. Methods: The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Results: Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Conclusion: Modifying the program's content and structure resulted in a program that appealed to the target audience. PMID:23133328
Teaching Evolution to Non-English Proficient Students by Using Lego Robotics

ERIC Educational Resources Information Center

Whittier, L. Elena; Robinson, Michael

2007-01-01

This article describes a teaching unit that used Lego Robotics to address state science standards for teaching basic principles of evolution in two middle school life science classes. All but two of 29 students in these classes were native Spanish speakers from Mexico. Both classes were taught using Sheltered Instruction Observation Protocol…
Basic Curriculum Guide--Science. Grades K-6.

ERIC Educational Resources Information Center

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

GRADES OR AGES: K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in two parts--the background, philosophy, and instructional principles of science teaching, including a resource unit model, and the development by grade level of the various basic scientific concepts. The guide also includes information of…
Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

ERIC Educational Resources Information Center

Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

2018-01-01

Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…
The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

ERIC Educational Resources Information Center

Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…
Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

ERIC Educational Resources Information Center

Naidu, Jaideep T.; Sanford, John F.

2017-01-01

Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…
Which Extreme Variant of the Problem-Solving Method of Teaching Should Be More Characteristic of the Many Teacher Variations of Problem-Solving Teaching?

ERIC Educational Resources Information Center

Mahan, Luther A.

1970-01-01

Compares the effects of two problem-solving teaching approaches. Lower ability students in an activity group demonstrated superior growth in basic science understanding, &roblem-solving skills, science interests, personal adjustment, and school attitudes. Neither method favored cognitive learning by higher ability students. (PR)
Application of E-learning tools for the teaching of Natural Science. A case related to Astronomy

NASA Astrophysics Data System (ADS)

Goldes, G.; Gallino, M.; Britos, D.; Lago, D.; Tavella, G.; Vidal, E.; Morales, S.; Nicotra, M.

The requirements, recent experiences and projections of the application of virtual learning techniques and environments for the teaching of basic sciences at the National University of Córdoba, Argentina, are described. The reasons to still consider basic science E-learning as an institutional vacancy area are discussed. Present activities designed to revert this situation are also discussed. A particular experience about the application of tics as a complementary resource for teaching astronomy at the University is described and discussed on the basis of both strengths and limitations. The organization of E-learning activities at the Faculty of Engineering, Biology and Geology ("Facultad de Ciencias Exactas, Físicas y Naturales") is discussed in some detail.
Improving Learning in Science and Basic Skills among Diverse Student Populations.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

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

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.
Teaching microbiology to undergraduate students in the humanities and the social sciences.

PubMed

Oren, Aharon

2015-10-01

This paper summarizes my experiences teaching a 28-hour course on the bacterial world for undergraduate students in the humanities and the social sciences at the Hebrew University of Jerusalem. This course was offered in the framework of a program in which students must obtain credit points for courses offered by other faculties to broaden their education. Most students had little biology in high school and had never been exposed to the basics of chemistry. Using a historical approach, highlighting the work of pioneers such as van Leeuwenhoek, Koch, Fleming, Pasteur, Winogradsky and Woese, I covered a broad area of general, medical, environmental and evolutionary microbiology. The lectures included basic concepts of organic and inorganic chemistry necessary to understand the principles of fermentations and chemoautotrophy, and basic molecular biology to explain biotechnology using transgenic microorganisms and molecular phylogeny. Teaching the basics of microbiology to intelligent students lacking any background in the natural sciences was a rewarding experience. Some students complained that, in spite of my efforts, basic concepts of chemistry remained beyond their understanding. But overall the students' evaluation showed that the course had achieved its goal. © FEMS 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Plant Content in the National Science Education Standards

ERIC Educational Resources Information Center

Hershey, David R.

2005-01-01

The National Science Education Standards (NSES) provides few resources for teaching about plants. To assure students understand and appreciate plants, the author advocates teaching about plants as a basic biological concept, avoiding animal chauvinism in biology coursework, correcting pseudoscience and anthropomorphisms about plants, and making…
Effects of MyTeachingPartner-Math/Science on Teacher-Child Interactions in Prekindergarten Classrooms

ERIC Educational Resources Information Center

Whittaker, Jessica Vick; Kinzie, Mable B.; Williford, Amanda; DeCoster, Jamie

2016-01-01

Research Findings: This study examined the impact of MyTeachingPartner-Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded…
Using ICT to Teach "Hard to Teach" Topics in Science

ERIC Educational Resources Information Center

Oakes, Malcolm

2009-01-01

Science is a wonderful subject to teach. Often characterised as "hard", it is a subject that has evolved constantly over the years by adopting new practices. In recent years, these have included many aspects of ICT, which was the starting point for the author and his team's project. The basic principles of the project were that: (1) subject…
Human Salivary Alpha-Amylase (EC.3.2.1.1) Activity and Periodic Acid and Schiff Reactive (PAS) Staining: A Useful Tool to Study Polysaccharides at an Undergraduate Level

ERIC Educational Resources Information Center

Fernandes, Ruben; Correia, Rossana; Fonte, Rosalia; Prudencio, Cristina

2006-01-01

Health science education is presently in discussion throughout Europe due to the Bologna Declaration. Teaching basic sciences such as biochemistry in a health sciences context, namely in allied heath education, can be a challenging task since the students of preclinical health sciences are not often convinced that basic sciences are clinically…
Teaching Basic Science Environmentally, Concept: Water that Comes Down as Rain Is Used Over and Over Again.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1985-01-01

Provides directions for basic science experiments which demonstrate the rain cycle, fundamentals of cloud formation, and testing for the presence of acidity in local rainwater. Describes materials required, step-by-step instructions, and discussion topics. (NEC)
Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods

NASA Astrophysics Data System (ADS)

Hodson, Derek

2014-10-01

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

ERIC Educational Resources Information Center

Croen, Lila G.; And Others

1986-01-01

A 2-month program for third-year students at Yeshiva's Albert Einstein College of Medicine that provides a model for integrating basic sciences and clinical training is described. It demonstrates the importance of lifelong learning in a field that constantly changes. (Author/MLW)
Vertical integration of basic science in final year of medical education.

PubMed

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.
Improving the Teaching of Science through Discipline-Based Education Research: An Example from Physics

ERIC Educational Resources Information Center

McDermott, Lillian C.

2013-01-01

Research on the learning and teaching of science is an important field for scholarly inquiry by faculty in science departments. Such research has proved to be an efficient means for improving the effectiveness of instruction in physics. A basic topic in introductory physics is used to illustrate how discipline-based education research has helped…
Getting into Gear

ERIC Educational Resources Information Center

Cobbs, Georgia A.; Cranor-Buck, Edith

2011-01-01

This article describes a particular activity, the Motorized Toy unit, which supports science, technology, engineering, and mathematics (STEM) goals and teaches students the basic concept of ratio. The unit addresses both mathematics and science standards and is part of a team-teaching activity. The unit comes from a curriculum titled A World In…
Consecutive Course Modules Developed with Simple Materials to Facilitate the Learning of Basic Concepts in Astronomy

ERIC Educational Resources Information Center

Okulu, Hasan Zuhtu; Oguz-Unver, Ayse

2015-01-01

From the perspective of teaching, the huge natural laboratory that astronomy provides constitutes the most prominent connection between astronomy and other branches of science. The purpose of this research was to provide educators with activities of observation using simple materials that were developed to facilitate the teaching of basic concepts…
Does Gender Inequality Influence Interest in Pursuing a Career in Science or Mathematics Teaching?

ERIC Educational Resources Information Center

Morales, Marie Paz E.; Avilla, Ruel A.; Espinosa, Allen A.

2016-01-01

The present study explored gender inequality in K to 12 basic education, based on the experiences of first year pre-service science and mathematics teachers. It also determined if pre-service teachers' pursuit of a career in science or mathematics teaching was related to gender influences. A survey instrument was used to gather data for the study.…
The Complementary Teaching of Physics and Music Acoustics - The Science of Sound

NASA Astrophysics Data System (ADS)

Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.
The Sequencing of Basic Chemistry Topics by Physical Science Teachers

ERIC Educational Resources Information Center

Sibanda, Doras; Hobden, Paul

2016-01-01

The purpose of this study was to find out teachers' preferred teaching sequence for basic chemistry topics in Physical Science in South Africa, to obtain their reasons underpinning their preferred sequence, and to compare these sequences with the prescribed sequences in the current curriculum. The study was located within a pragmatic paradigm and…
Vertical integration of basic science in final year of medical education

PubMed Central

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Background: Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. Aim: To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. Materials and Methods: After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Results: Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Conclusion: Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students. PMID:27563584
Toward Using Games to Teach Fundamental Computer Science Concepts

ERIC Educational Resources Information Center

Edgington, Jeffrey Michael

2010-01-01

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. …
7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...
7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...
Physical Optics. [Aids to Individualize the Teaching of Science, Mini-Course Units.

ERIC Educational Resources Information Center

Brilhart, Walt

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate…
Nuclear Science Teaching Aids and Activities.

ERIC Educational Resources Information Center

Woodburn, John H.

This publication is a sourcebook for science teachers. It provides guides for basic laboratory work in nuclear energy, suggesting various teacher and student demonstrations. Ideas for science clubs, science fairs, and project research seminars are presented. Problem-solving activities for both science and mathematics classes are included, as well…
A Mental Model of the Learner: Teaching the Basic Science of Educational Psychology to Future Teachers

ERIC Educational Resources Information Center

Willingham, Daniel T.

2017-01-01

Although most teacher education programs include instruction in the basic science of psychology, practicing teachers report that this preparation has low utility. Researchers have considered what sort of information from psychology about children's thinking, emotion, and motivation would be useful for teachers' practice. Here, I take a different…
Peer-Assisted Learning: Filling the Gaps in Basic Science Education for Preclinical Medical Students

ERIC Educational Resources Information Center

Sammaraiee, Yezen; Mistry, Ravi D.; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-01-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United…
The Feasibility of Applying PBL Teaching Method to Surgery Teaching of Chinese Medicine

ERIC Educational Resources Information Center

Tang, Qianli; Yu, Yuan; Jiang, Qiuyan; Zhang, Li; Wang, Qingjian; Huang, Mingwei

2008-01-01

The traditional classroom teaching mode is based on the content of the subject, takes the teacher as the center and gives priority to classroom instruction. While PBL (Problem Based Learning) teaching method breaches the traditional mode, combining the basic science with clinical practice and covering the process from discussion to self-study to…
Practice and Reflection on Interactive Three-Dimensional Teaching System in Agricultural and Forestry Colleges

ERIC Educational Resources Information Center

Lei, Zhimin

2013-01-01

Ever since the new curriculum was implemented, Sichuan Agricultural University that is characterized by agricultural science has conducted ideological and political teaching reform, explored a basic route to integrate scientific outlook on development into theoretical teaching and initially formed a human-oriented interactive three-dimensional…
Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

ERIC Educational Resources Information Center

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…
Paleo Biology, Bones: Clues to Mankind's Past. [Aids to Individualize the Teaching of Science, Mini-Course Units.

ERIC Educational Resources Information Center

Owens, Janet

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to secondary science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total curriculum, and relate…
Designing a web site for high school geoscience teaching in Iceland

NASA Astrophysics Data System (ADS)

Douglas, George R.

1998-08-01

The need to construct an earth science teaching site on the web prompted a survey of existing sites which, in spite of containing much of value, revealed many weaknesses in basic design, particularly as regards the organisation of links to information resources. Few web sites take into consideration the particular pedagogic needs of the high school science student and there has, as yet, been little serious attempt to exploit and organise the more outstanding advantages offered by the internet to science teaching, such as accessing real-time data. A web site has been constructed which, through basic design, enables students to access relevant information resources over a wide range of subjects and topics easily and rapidly, while at the same time performing an instructional role in how to handle both on-line and off-line resources. Key elements in the design are selection and monitoring by the teacher, task oriented pages and the use of the Dewey decimal classification system. The intention is to increase gradually the extent to which most teaching tasks are carried out via the web pages, in the belief that they can become an efficient central point for all the earth science curriculum.
Teaching bioethics: the tale of a "soft" science in a hard world.

PubMed

Lovy, Andrew; Paskhover, Boris; Trachtman, Howard

2010-10-01

Although bioethics is considered essential to the practice of medicine, medical students often view it as a "soft" subject that is secondary in importance to the other courses in their basic science and clinical curriculum. This perspective may be a consequence of the heavy reliance on students' aptitude in the quantitative sciences as a criterion for entry into medical school and as a barometer of academic success after admission. It is exacerbated by the widespread impression that bioethics is imprecise and culturally relativistic. In an effort to redress this imbalance, we propose an approach to teaching bioethics to medical students which emphasizes that the intellectual basis and the degree of certainty of knowledge is comparable in all medical subjects ranging from basic science courses to clinical rotations to bioethics tutorials. Adopting these pedagogical steps may promote greater integration of the various elements-bioethics and clinical science-in the medical school curriculum.
Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.

PubMed

Charlton, Bruce G

2010-02-01

In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.
Beginning to Teach Chemistry: How Personal and Academic Characteristics of Pre-Service Science Teachers Compare with Their Understandings of Basic Chemical Ideas

ERIC Educational Resources Information Center

Kind, Vanessa; Kind, Per Morten

2011-01-01

Around 150 pre-service science teachers (PSTs) participated in a study comparing academic and personal characteristics with their misconceptions about basic chemical ideas taught to 11-16-year-olds, such as particle theory, change of state, conservation of mass, chemical bonding, mole calculations, and combustion reactions. Data, collected by…
Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460
Teaching about Hazardous and Toxic Materials. Teaching Activities in Environmental Education Series.

ERIC Educational Resources Information Center

Disinger, John F.; Lisowski, Marylin

Designed to assist practitioners of both formal and non-formal settings, this 18th volume of the ERIC Clearinghouse for Science, Mathematics, and Environmental Education's Teaching Activities in Environmental Education series specifically focuses on the theme of hazardous and toxic materials. Initially, basic environmental concepts that deal with…
Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2013-02-01

The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.
NASA's planetary protection program as an astrobiology teaching module

NASA Astrophysics Data System (ADS)

Kolb, Vera M.

2005-09-01

We are currently developing a teaching module on the NASA's Planetary Protection Program for UW-Parkside SENCER courses. SENCER stands for Science Education for New Civic Engagements and Responsibility. It is a national initiative of the National Science Foundation (NSF), now in its fifth year, to improve science education by teaching basic sciences through the complex public issues of the 21st century. The Planetary Protection Program is one such complex public issue. Teaching astrobiology and the NASA's goals via the Planetary Protection module within the SENCER courses seems to be a good formula to reach large number of students in an interesting and innovative way. We shall describe the module that we are developing. It will be launched on our web site titled "Astrobiology at Parkside" (http://oldweb.uwp.edu/academic/chemistry/kolb/organic_chemistry/, or go to Google and then to Vera Kolb Home Page), and thus will be available for teaching to all interested parties.
[Basic science and applied science].

PubMed

Pérez-Tamayo, R

2001-01-01

A lecture was presented by the author at the Democratic Opinion Forum on Health Teaching and Research, organized by Mexico's National Health Institutes Coordinating Office, at National Cardiology Institute "Ignacio Chavez", where he presented a critical review of the conventional classification of basic and applied science, as well as his personal view on health science teaching and research. According to the author, "well-conducted science" is that "generating reality-checked knowledge" and "mis-conducted science" is that "unproductive or producing 'just lies' and 'non-fundable'. To support his views, the author reviews utilitarian and pejorative definitions of science, as well as those of committed and pure science, useful and useless science, and practical and esoterical science, as synonyms of applied and basic science. He also asserts that, in Mexico, "this classification has been used in the past to justify federal funding cutbacks to basic science, allegedly because it is not targeted at solving 'national problems' or because it was not relevant to priorities set in a given six-year political administration period". Regarding health education and research, the author asserts that the current academic programs are inefficient and ineffective; his proposal to tackle these problems is to carry out a solid scientific study, conducted by a multidisciplinary team of experts, "to design the scientific researcher curricula from recruitment of intelligent young people to retirement or death". Performance assessment of researchers would not be restricted to publication of papers, since "the quality of scientific work and contribution to the development of science is not reflected by the number of published papers". The English version of this paper is available at: http://www.insp.mx/salud/index.html
Something's Fishy in Paxton Lake: A Case on Speciation in Sticklebacks.

ERIC Educational Resources Information Center

Sharp, Joan

2002-01-01

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

NASA Astrophysics Data System (ADS)

Nadeau, Patricia A.; Flores, Kennet E.; Ustunisik, Gokce; Zirakparvar, Nasser A.; Grcevich, Jana; Pagnotta, Ashley; Sessa, Jocelyn A.; Kinzler, Rosamond J.; Macdonald, Maritza; Mathez, Edmond; Mac Low, Mordecai-Mark

2013-06-01

During the 2009-2010 school year, 40% of New York City (NYC) Earth science teachers were not certified to teach Earth science [New York State Education Department (NYSED), 2011]. This highlights a longstanding shortage of certified teachers, which persists today and prevents many schools from offering courses on the subject, thus diminishing student opportunities to study or embark on careers in Earth science. More generally, the paucity of qualified, effective science teachers hinders student achievement in science, technology, engineering, and mathematics (STEM), and research has consistently shown that improving the quality of teaching substantially increases achievement in STEM-related fields [National Science Board, 2007]. With only 36% of NYC 8th graders scoring at or above the basic level of proficiency in science and with even lower scores for African-American and Hispanic students [Livingston and Wirt, 2005], the need for more qualified science teachers is clear.

Investigation of Pre-Service Teachers' Opinions about Science in Terms of the Basic Elements of the Education Program

ERIC Educational Resources Information Center

Sengul, Ozge Aydin

2016-01-01

The purpose of the current study is to investigate the pre-service teachers' opinions about science within the context of the basic elements of the education program, such as objectives, content, learning-teaching process and evaluation. The study was designed as a case study, one of the qualitative research methods. The participants of the study…
Characteristics of physicians engaged in basic science: a questionnaire survey of physicians in basic science departments of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2012-09-01

The number of physicians engaged in basic science and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study aimed to determine the characteristics of physicians who are engaged in basic science in efforts to recruit talent. A questionnaire was distributed to all 30 physicians in the basic science departments of Juntendo University School of Medicine. Question items inquired about sex, years since graduation, years between graduation and time entering basic science, clinical experience, recommending the career to medical students, expected obstacles to students entering basic science, efforts to inspire students in research, increased number of lectures and practical training sessions on research, and career choice satisfaction. Correlations between the variables were examined using χ(2) tests. Overall, 26 physicians, including 7 female physicians, returned the questionnaire (response rate 86.7%). Most physicians were satisfied with their career choice. Medical students were deemed not to choose basic science as their future career, because they aimed to become clinicians and because they were concerned about salary. Women physicians in basic science departments were younger than men. Women physicians also considered themselves to make more efforts in inspiring medical students to be interested in research. Moreover, physicians who became basic scientists earlier in their career wanted more research-related lectures in medical education. Improving physicians' salaries in basic science is important to securing talent. In addition, basic science may be a good career path for women physicians to follow.
New Student-Centered and Data-Based Approaches to Hydrology Education

NASA Astrophysics Data System (ADS)

Bloeschl, G.; Troch, P. A. A.; Sivapalan, M.

2014-12-01

Hydrology as a science has evolved over the last century. The knowledge base has significantly expanded, and there are requirements to meet with the new expectations of a science where the connections between the parts are just as important as the parts themselves. In this new environment, what should we teach, and how should we teach it? Given the limited time we have in an undergraduate (and even graduate) curriculum, what should we include, and what should we leave out? What new material and new methods are essential, as compared to textbooks? Past practices have assumed certain basics as being essential to undergraduate teaching. Depending on the professor's background, these include basic process descriptions (infiltration, runoff generation, evaporation etc.) and basic techniques (unit hydrographs, flood frequency analysis, pumping tests). These are taught using idealized (textbook) examples and examined to test this basic competence. The main idea behind this "reductionist" approach to teaching is that the students will do the rest of the learning during practice and apprenticeship in their workplaces. Much of current hydrology teaching follows this paradigm, and the books provide the backdrop to this approach. Our view is that this approach is less than optimum, as it does not prepare the students to face up to the new challenges of the changing world. It is our view that the basics of hydrologic science are not just a collection of individual processes and techniques, but process interactions and underlying concepts or principles, and a collection of techniques that highlights these, combined with student-driven and data-based learning that enables the students to see the manifestations of these process interactions and principles in action in real world situations. While the actual number of items that can be taught in the classroom by this approach in a limited period of time may be lower than in the traditional approach, it will help the students make connections between the understanding gained in this way in solving real world problems. We will illustrate the feasibility of the approach through key examples from our own teaching.
A simulation for teaching the basic and clinical science of fluid therapy.

PubMed

Rawson, Richard E; Dispensa, Marilyn E; Goldstein, Richard E; Nicholson, Kimberley W; Vidal, Noni Korf

2009-09-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical cases that, by nature, are diverse, change over time, and respond in unique ways to therapeutic interventions. We developed a dynamic model using STELLA software that simulates normal and abnormal fluid and electrolyte balance in the dog. Students interact, not with the underlying model, but with a user interface that provides sufficient data (skin turgor, chemistry panel, etc.) for the clinical assessment of patients and an opportunity for treatment. Students administer fluids and supplements, and the model responds in "real time," requiring regular reassessment and, potentially, adaptation of the treatment strategy. The level of success is determined by clinical outcome, including improvement, deterioration, or death. We expected that the simulated cases could be used to teach both the clinical and basic science of fluid therapy. The simulation provides exposure to a realistic clinical environment, and students tend to focus on this aspect of the simulation while, for the most part, ignoring an exploration of the underlying physiological basis for patient responses. We discuss how the instructor's expertise can provide sufficient support, feedback, and scaffolding so that students can extract maximum understanding of the basic science in the context of assessing and treating at the clinical level.
Books and Stories in Children's Science

ERIC Educational Resources Information Center

McCullagh, John; Walsh, Glenda; Greenwood, Julian

2010-01-01

A group of third-year undergraduate student teachers used books and stories during science enquiry lessons as part of the BASICS (Books And Stories In Children's Science) project funded by the AstraZeneca Science Teaching Trust. This three-year project involved a cluster of five primary schools in the greater Belfast area. The aim of the project…
Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.
Soapy Science. Teaching Science.

ERIC Educational Resources Information Center

Leyden, Michael

1997-01-01

Describes a science and math activity that involves bubbles, shapes, colors, and solid geometry. Students build geometric shapes with soda straws and submerge the shapes in soapy water, allowing them to review basic geometry concepts, test hypotheses, and learn about other concepts such as diffraction, interference colors, and evaporation. (TJQ)
Creepy Critters (Snakes). [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

ERIC Educational Resources Information Center

Best, Terrence

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…
Protist: The "Unseen" Kingdom. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

ERIC Educational Resources Information Center

Whitfield, Melvin

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…
Space and Its Problems. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

ERIC Educational Resources Information Center

Geist, John E.

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…
Guess Who's Been Here for Dinner? [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

ERIC Educational Resources Information Center

Cook, Paul

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…
Successful strategies for integrating bedside ultrasound into undergraduate medical education.

PubMed

Palma, James K

2015-04-01

Nearly all physician specialties currently utilize bedside ultrasound, and its applications continue to expand. Bedside ultrasound is becoming a core skill for physicians; as such, it should be taught during undergraduate medical education. When ultrasound is integrated in a longitudinal manner beginning in the preclerkship phase of medical school, it not only enhances teaching the basic science topics of anatomy, physiology, and pathology but also ties those skills and knowledge to the clerkship phase and medical decision-making. Bedside ultrasound is a natural bridge from basic science to clinical science. The Uniformed Services University of the Health Sciences, F. Edward Hébert School of Medicine is currently in its fourth year of implementing an integrated ultrasound curriculum in the school of medicine. In our experience, successful integration of a bedside ultrasound curriculum should: align with unique focuses of a medical schools' mission, simplify complex anatomy through multimodal teaching, correlate to teaching of the physical examination, solidify understanding of physiology and pathology, directly link to other concurrent content, narrow differential diagnoses, enhance medical decision-making, improve procedural skills, match to year-group skillsets, develop teaching and leadership abilities, and have elective experiences for advanced topics. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.
New Trends in Chemistry Teaching. Volume V. The Teaching of Basic Sciences: Chemistry.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Paris (France).

This collection of articles, originally published in national and international journals, is fifth in a series devoted to trends in teaching chemistry. The volume is divided into nine sections, each with an introduction explaining why papers have been selected and outlining their particular interest. Section I provides a list of atomic masses,…
THE SCHOOL OF DENTAL MEDICINE NEW RESEARCH AND TEACHING BUILDING FOR THE UNIVERSITY OF PENNSYLVANIA.

ERIC Educational Resources Information Center

Pennsylvania Univ., Philadelphia.

IN PLANNING A NEW RESEARCH AND TEACHING BUILDING FOR THE SCHOOL OF DENTAL MEDICINE, A PROGRAM WAS DEVELOPED OUTLINING THE DESIGN NEEDS AND THE SPACE AND FACILITY REQUIREMENTS. MAJOR AREAS OF THE PROGRAM WERE--(1) GENERAL DESIGN AND CONSTRUCTION COMPONENTS, (2) THE RESEARCH COMPONENT, AND (3) THE BASIC SCIENCE TEACHING COMPONENTS. SPACE…
The Analysis of L1 Teaching Programs in England, Canada, the USA and Australia Regarding Media Literacy and Their Applicability to Turkish Language Teaching

ERIC Educational Resources Information Center

Tüzel, Sait

2013-01-01

Two basic approaches namely "independent lesson approach" and "integration approach" appear in teaching media literacy. Media literacy is regarded as a separate lesson in the education program like mathematics and social sciences in "independent lesson approach". However, in "integration approach",…
The research on teaching reformation of photoelectric information science and engineering specialty experiments

NASA Astrophysics Data System (ADS)

Zhu, Zheng; Yang, Fan; Zhang, Yang; Geng, Tao; Li, Yuxiang

2017-08-01

This paper introduced the idea of teaching reformation of photoelectric information science and engineering specialty experiments. The teaching reformation of specialty experiments was analyzed from many aspects, such as construction of specialized laboratory, experimental methods, experiment content, experiment assessing mechanism, and so on. The teaching of specialty experiments was composed of four levels experiments: basic experiments, comprehensive and designing experiments, innovative research experiments and engineering experiments which are aiming at enterprise production. Scientific research achievements and advanced technology on photoelectric technology were brought into the teaching of specialty experiments, which will develop the students' scientific research ability and make them to be the talent suitable for photoelectric industry.
[Application of problem-based learning in teaching practice of Science of Meridians and Acupoints].

PubMed

Wang, Xiaoyan; Tang, Jiqin; Ying, Zhenhao; Zhang, Yongchen

2015-02-01

Science of Meridians and Acupoints is the bridge between basic medicine and clinical medicine of acupuncture and moxibustion. This teaching practice was conducted in reference to the teaching mode of problembased learning (PBL), in association with the clinical design problems, by taking as the students as the role and guided by teachers. In order to stimulate students' active learning enthusiasm, the writers implemented the class teaching in views of the typical questions of clinical design, presentation of study group, emphasis on drawing meridian running courses and acupoint locations, summarization and analysis, as well as comprehensive evaluation so that the comprehensive innovative ability of students and the teaching quality could be improved.
Teaching for Conceptual Change in Space Science

ERIC Educational Resources Information Center

Brunsell, Eric; Marcks, Jason

2007-01-01

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

ERIC Educational Resources Information Center

Digital Equipment Corp., Maynard, MA.

Computer programs which teach concepts and processes related to biology, earth science, and chemistry are presented. The seven biology problems deal with aspects of genetics, evolution and natural selection, gametogenesis, enzymes, photosynthesis, and the transport of material across a membrane. Four earth science problems concern climates, the…
[Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

PubMed

Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

2015-04-01

Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

A pilot study designed to acquaint medical educators with basic pedagogic principles.

PubMed

McLeod, P J; Brawer, J; Steinert, Y; Chalk, C; McLeod, A

2008-02-01

Faculty development activities in medical schools regularly target teaching behaviours but rarely address basic pedagogic principles underlying those behaviours. Although many teachers have an intuitive or tacit knowledge of basic pedagogic principles, overt knowledge of fundamental educational principles is rare. We conducted a short-term pilot study designed to transform teachers' tacit knowledge into explicit knowledge of pedagogic principles. We hypothesized that conscious awareness of these principles will positively influence their teaching effectiveness. The intervention included a workshop, provision of a workbook on pedagogic principles and free access to educational consultants. For the intervention, we chose a purposive sample of experienced teachers at our medical school. Evaluation of the impact of the intervention using questionnaires and semi-structured interviews revealed three notable findings; 1. Participants were surprised to discover the existence of an extensive body of pedagogic science underlying teaching and learning. 2. They were enthusiastic about the intervention and expressed interest in learning more about basic pedagogic principles. 3. The knowledge acquired had an immediate impact on their teaching.
Enhancing Science Teaching through Performing Marbling Art Using Basic Solutions and Base Indicators

ERIC Educational Resources Information Center

Çil, Emine; Çelik, Kevser; Maçin, Tuba; Demirbas, Gülay; Gökçimen, Özlem

2014-01-01

Basic solutions are an indispensable part of our daily life. Basic solutions are commonly used in industries such as the textile industry, oil refineries, the fertilizer industry, and pharmaceutical products. Most cleaning agents, such as soap, detergent, and bleach, and some of our foods, such as chocolate and eggs, include bases. Bases are the…
Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328
Invertebrate Fossils: Clues to the Distant Past. [Aids to Individualize the Teaching of Science, Mini-Course Units for Grades 7, 8, and 9.

ERIC Educational Resources Information Center

Geist, John E.

This booklet, one of a series developed by the Frederick County Board of Education, Frederick, Maryland, provides an instruction module for an individualized or flexible approach to 7th, 8th, and 9th grade science teaching. Subjects and activities in this series of booklets are designed to supplement a basic curriculum or to form a total…
Starting and Teaching Basic Robotics in the Classroom: Modern, Engaging Engineering in Technology Education

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…
Teaching Psychology Students Computer Applications.

ERIC Educational Resources Information Center

Atnip, Gilbert W.

This paper describes an undergraduate-level course designed to teach the applications of computers that are most relevant in the social sciences, especially psychology. After an introduction to the basic concepts and terminology of computing, separate units were devoted to word processing, data analysis, data acquisition, artificial intelligence,…
Analysis of the basic science section of the orthopaedic in-training examination.

PubMed

Sheibani-Rad, Shahin; Arnoczky, Steven Paul; Walter, Norman E

2012-08-01

Since 1963, the Orthopaedic In-Training Examination (OITE) has been administered to orthopedic residents to assess residents' knowledge and measure the quality of teaching within individual programs. The OITE currently consists of 275 questions divided among 12 domains. This study analyzed all OITE basic science questions between 2006 and 2010. The following data were recorded: number of questions, question taxonomy, category of question, type of imaging modality, and recommended journal and book references. Between 2006 and 2010, the basic science section constituted 12.2% of the OITE. The assessment of taxonomy classification showed that recall-type questions were the most common, at 81.4%. Imaging modalities typically involved questions on radiographs and constituted 6.2% of the OITE basic science section. The majority of questions were basic science questions (eg, genetics, cell replication, and bone metabolism), with an average of 26.4 questions per year. The Journal of Bone & Joint Surgery (American Volume) and the American Academy of Orthopaedic Surgeons' Orthopaedic Basic Science were the most commonly and consistently cited journal and review book, respectively. This study provides the first review of the question content and recommended references of the OITE basic science section. This information will provide orthopedic trainees, orthopedic residency programs, and the American Academy of Orthopaedic Surgeons Evaluation Committee valuable information related to improving residents' knowledge and performance and optimizing basic science educational curricula. Copyright 2012, SLACK Incorporated.
Teaching basic science to optimize transfer.

PubMed

Norman, Geoff

2009-09-01

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

NASA Astrophysics Data System (ADS)

Jackson, Diann Carol

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

NASA Astrophysics Data System (ADS)

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

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

ERIC Educational Resources Information Center

Rowland, Paul; And Others

A science process skill project was developed to help elementary teachers meet competency standards in New Mexico for teaching the process approach in their science classes. An outline of the process skills along with recommended activities are presented in this document. Performance objectives are identified and a sample activity form is…
Rocket Science 101 Interactive Educational Program

NASA Technical Reports Server (NTRS)

Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

2007-01-01

To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.
Construction on Practical Talents Training Mode in Environmental Monitoring Curriculum

ERIC Educational Resources Information Center

Wang, Jing-Ping; Wang, Xin-Hong

2017-01-01

Environmental Monitoring is a basic and comprehensive course for students majoring in environmental sciences and engineering. Based on the characteristics of this course, a new teaching mode in application of practical talents training in Environmental Monitoring Curriculum teaching mode is proposed including the new scheme of training applied…
Independent Gene Discovery and Testing

ERIC Educational Resources Information Center

Palsule, Vrushalee; Coric, Dijana; Delancy, Russell; Dunham, Heather; Melancon, Caleb; Thompson, Dennis; Toms, Jamie; White, Ashley; Shultz, Jeffry

2010-01-01

A clear understanding of basic gene structure is critical when teaching molecular genetics, the central dogma and the biological sciences. We sought to create a gene-based teaching project to improve students' understanding of gene structure and to integrate this into a research project that can be implemented by instructors at the secondary level…
Teaching Embedded System Concepts for Technological Literacy

ERIC Educational Resources Information Center

Winzker, M.; Schwandt, A.

2011-01-01

A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…
Introductory Programming Subject in European Higher Education

ERIC Educational Resources Information Center

Aleksic, Veljko; Ivanovic, Mirjana

2016-01-01

Programming is one of the basic subjects in most informatics, computer science mathematics and technical faculties' curricula. Integrated overview of the models for teaching programming, problems in teaching and suggested solutions were presented in this paper. Research covered current state of 1019 programming subjects in 715 study programmes at…
Teaching Basic Science Environmentally, The Concept: The cell is basic unit of structure of most organisms.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1985-01-01

Suggests simple ways to introduce students to the concept that the cell is the basic unit of structure of most organisms. Mentions materials for microscope study that are readily available and easy to handle, e.g., membranes from between the scales of the onion bulb, thin-leaved plants, pond water, and pollen. (JHZ)
A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.
Driving forces of biomedical science education and research in state-of-the arts academic medical centres: the United States as example.

PubMed

John, T A

2011-06-01

Basic science departments in academic medical centres are influenced by changes that are commonly directed at medical education and financial gain. Some of such changes may have been detrimental to or may have enhanced basic science education. They may have determined basic science research focus or basic science research methods. However, there is lack of research on the educational process in the basic sciences including training of PhD's while there is ample research on medical education pertaining to training of medical doctors. The author here identifies, from university websites and available literature, some forces that have driven teaching and research focus and methods in state-of-the-arts academic medical centres in recent times with a view of seeing through their possible influences on basic science education and research, using the United States of America as an example. The "forces" are: Changes in medical schools; Medical educational philosophies: problem based learning, evidence based medicine, cyberlearning and self-directed learning; Shifting impressions of the value of basic sciences in medical schools; Research trends in Basic Sciences: role of antivivisectionists, alternative experimentations, explosion of molecular and cell biology; Technological advancements; Commercialization of research; and Funding agencies. The author encourages African leaders in academia to pay attention to such forces as the leadership seeks to raise African Universities as centres of knowledge that have a major role in acquiring, preserving, imparting, and utilizing knowledge.
Integrating the New Generation Science Standards (NGSS) into K- 6 teacher training and curricula

NASA Astrophysics Data System (ADS)

Pinter, S.; Carlson, S. J.

2017-12-01

The Next Generation Science Standards is an initiative, adopted by 26 states, to set national education standards that are "rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education." Educators now must integrate these standards into existing curricula. Many grade-school (K-6) teachers face a particularly daunting task, as they were traditionally not required to teach science or only at a rudimentary level. The majority of K-6 teachers enter teaching from non-science disciplines, making this transition even more difficult. Since the NGSS emphasizes integrated and coherent progression of knowledge from grade to grade, prospective K-6 teachers must be able to deliver science with confidence and enthusiasm to their students. CalTeach/MAST (Mathematics and Science Teaching Program) at the University of California Davis, has created a two-quarter sequence of integrated science courses for undergraduate students majoring in non-STEM disciplines and intending to pursue multiple-subject K-6 credentials. The UCD integrated science course provides future primary school teachers with a basic, but comprehensive background in the physical and earth/space sciences. Key tools are taught for improving teaching methods, investigating complex science ideas, and solving problems relevant to students' life experiences that require scientific or technological knowledge. This approach allows prospective K-6 teachers to explore more effectively the connections between the disciplinary core ideas, crosscutting concepts, and scientific and engineering practices, as outlined in the NGSS. In addition, they develop a core set of science teaching skills based on inquiry activities and guided lab discussions. With this course, we deliver a solid science background to prospective K-6 teachers and facilitate their ability to teach science following the standards as articulated in the NGSS.

Science Education Notes.

ERIC Educational Resources Information Center

School Science Review, 1979

1979-01-01

Included is information regarding: the adaptation of microcomputer materials in physics curricula; a school-industry liaison case study involving basic electronics for teachers; the use of language in science lessons; problems in teaching image-synthesis skills; and tabulated results of a questionnaire concerning a ten-year span of organic…
Accepting Evolution or Discarding Science

ERIC Educational Resources Information Center

Sharpes, Donald K.; Peramas, Mary M.

2006-01-01

Challenging basic principles of constitutional law, advocates of intelligent design are undermining educators' ability to teach evolution in their science classrooms. Because US Supreme Court rulings now prohibit creationist accounts of the origin of life in schools, arguments favoring divine intervention, known as intelligent design, have emerged…
Teaching the Library at SIBL.

ERIC Educational Resources Information Center

Thornton, Ann

1999-01-01

Describes the curriculum of free training courses offered at the New York Public Library Science, Industry and Business Library (SIBL) that focus on information-seeking skills and information literacy. Classes offered include basic library skills, Internet and World Wide Web, business information, government information, and science information.…
Early-Years Teachers' Professional Upgrading in Science: A Long-Term Programme

ERIC Educational Resources Information Center

Kallery, Maria

2018-01-01

In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…
Soils. Science Education Research Unit. Working Paper 201.

ERIC Educational Resources Information Center

Happs, John C.

The Learning in Science Project has adopted the view that science teaching might be improved if teachers can be given some appreciation of students' views of the world and the beliefs, expectations, and language that learners bring to new learning situations. This investigation looks at the topic of soil, one of the basic resources of New Zealand…
Proportional Reasoning Ability and Concepts of Scale: Surface Area to Volume Relationships in Science

ERIC Educational Resources Information Center

Taylor, Amy; Jones, Gail

2009-01-01

The "National Science Education Standards" emphasise teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale. Scale influences science processes and phenomena across the domains. One of the big ideas of scale is that of surface area to volume. This study explored whether or not there…
Framework for Reducing Teaching Challenges Relating to Improvisation of Science Education Equipment and Materials in Schools

ERIC Educational Resources Information Center

Akuma, Fru Vitalis; Callaghan, Ronel

2016-01-01

The science education budget of many secondary schools has decreased, while shortages and environmental concerns linked to conventional Science Education Equipment and Materials (SEEMs) have emerged. Thus, in some schools, resourceful educators produce low-cost equipment from basic materials and use these so-called improvised SEEMs in practical…
Terra Firma: "Physics First" for Teaching Chemistry to Pre-Service Elementary School Teachers

ERIC Educational Resources Information Center

More, Michelle B.

2007-01-01

A pre-service elementary school teacher chemistry class that incorporates the physics first idea is described. This class is taught basic physics followed by introductory chemistry and the students' response indicates that both science literacy and science interest increase using this method.
Teaching the Fun of Science.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides opportunities for engaging students in scientific investigations, offering a hands-on approach that encourages students to understand science concepts, gives them ways to apply the concepts, and introduces and reinforces the skills they need to become independent investigators. The basic outline and objectives of each section of…
Microprocessors in the Curriculum and the Classroom.

ERIC Educational Resources Information Center

Summers, M. K.

1978-01-01

This article, directed at teachers concerned with computer science courses at sixth-form level with no prior knowledge of microprocessors, provides a basic introduction, and describes possible applications of a microprocessor development system as a teaching aid in computer sciences courses in UK secondary school. (Author/RAO)
Mathematics and Science Instruction in Southern California.

ERIC Educational Resources Information Center

Myers, Edwin C.; Mineo, R. James

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

ERIC Educational Resources Information Center

Smierciak, Rich

2004-01-01

A wonderful way to engage science students is to make them think a demonstration is not turning out the way the instructor intended. Basically, throw a little humor into teaching, and they will be hooked. Described in this article is a demonstration that uses Milk of Magnesia (MOM) as a visual and humorous method to review equilibrium chemistry…
Teaching Conceptually Oriented Social Science Education Programs in the Elementary School.

ERIC Educational Resources Information Center

Mahlios, Marc C.

Approaches to elementary social studies education that focus on concept and inquiry learning are outlined. The basic goal of the teacher in concept teaching is to aid the student in developing relationships among factual learning, conceptualization, and personal behavior. Learning activities should focus on the process concept (i.e., one that is…
Learning from the Land: Teaching Ecology through Stories and Activities.

ERIC Educational Resources Information Center

Ellis, Brian Fox

This book strives to combine creative writing, the whole language approach, thinking skills, and problem-solving strategies with an introduction to ecological concepts. It aims to bring scientific facts to life by creating empathy for wild creatures and teach basic science skills by using creative writing and storytelling. This book contains nine…
An Explorative Learning Approach to Teaching Clinical Anatomy Using Student Generated Content

ERIC Educational Resources Information Center

Philip, Christo T.; Unruh, Kenneth P.; Lachman, Nirusha; Pawlina, Wojciech

2008-01-01

Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data…
A Simple Inquiry-Based Lab for Teaching Osmosis

ERIC Educational Resources Information Center

Taylor, John R.

2014-01-01

This simple inquiry-based lab was designed to teach the principle of osmosis while also providing an experience for students to use the skills and practices commonly found in science. Students first design their own experiment using very basic equipment and supplies, which generally results in mixed, but mostly poor, outcomes. Classroom "talk…
Digital Storytelling Teaching Robotics Basics

ERIC Educational Resources Information Center

Scandola, Michele; Fiorini, Paolo

2013-01-01

Digital Storytelling (DST) is a powerful tool for teaching complex concepts. DSTs are typically used in the humanities but several papers have shown that they are also a wonderful tool for the sciences because they are more involving, contextualized and can easily lead to deeper understanding. In the classical use of DST the story is the content,…
Improving Medical Students' Application of Knowledge and Clinical Decision-Making Through a Porcine-Based Integrated Cardiac Basic Science Program.

PubMed

Stott, Martyn Charles; Gooseman, Michael Richard; Briffa, Norman Paul

2016-01-01

Despite the concerted effort of modern undergraduate curriculum designers, the ability to integrate basic sciences in clinical rotations is an ongoing problem in medical education. Students and newly qualified doctors themselves report worry about the effect this has on their clinical performance. There are examples in the literature to support development of attempts at integrating such aspects, but this "vertical integration" has proven to be difficult. We designed an expert-led integrated program using dissection of porcine hearts to improve the use of cardiac basic sciences in clinical medical students' decision-making processes. To our knowledge, this is the first time in the United Kingdom that an animal model has been used to teach undergraduate clinical anatomy to medical students to direct wider application of knowledge. Action research methodology was used to evaluate the local curriculum and assess learners needs, and the agreed teaching outcomes, methods, and delivery outline were established. A total of 18 students in the clinical years of their degree program attended, completing precourse and postcourse multichoice questions examinations and questionnaires to assess learners' development. Student's knowledge scores improved by 17.5% (p = 0.01; students t-test). Students also felt more confident at applying underlying knowledge to decision-making and diagnosis in clinical medicine. An expert teacher (consultant surgeon) was seen as beneficial to students' understanding and appreciation. This study outlines how the development of a teaching intervention using porcine-based methods successfully improved both student's knowledge and application of cardiac basic sciences. We recommend that clinicians fully engage with integrating previously learnt underlying sciences to aid students in developing decision-making and diagnostic skills as well as a deeper approach to learning. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Astronomy in the Initial Formation of Sciences Teachers

NASA Astrophysics Data System (ADS)

Costa, Samuel; Euzébio, Geison João; Damasio, Felipe

2016-12-01

Although astronomy is considered one of the older sciences of mankind, its teaching in basic education is facing problems. It is the school responsibility the dissemination of correct scientific concepts, including those related to Astronomy. This study was conducted at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus Araranguá. In this article, we aimed to present the activities developed to help the formation of teachers, training undergraduate students in Natural Sciences with specialization in Physics to contribute to the dissemination and improvement of the teaching-learning of Astronomy. This paper presents the process and results of the evaluation of that training program. Analyses of the activity from the perspective of the participants are indicated and additional considerations are made regarding its use as a resource for teaching Astronomy and for teacher training.
Oncology Teaching: A Multidisciplinary Approach for Second-Year Medical Students

ERIC Educational Resources Information Center

Elkort, Richard; Mozden, Peter J.

1975-01-01

A Boston University School of Medicine course in oncology is described which covers basic science correlates, diagnostic approaches, treatment modalities, and psycho-social aspects. Based on five years experience, the course is considered a successful means of correlating basic and clinical information for second- and third-year medical students.…

Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

2010-01-01

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…
Crossing borders: High school science teachers learning to teach the specialized language of science

NASA Astrophysics Data System (ADS)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html)
Cause and Effect: Testing a Mechanism and Method for the Cognitive Integration of Basic Science.

PubMed

Kulasegaram, Kulamakan; Manzone, Julian C; Ku, Cheryl; Skye, Aimee; Wadey, Veronica; Woods, Nicole N

2015-11-01

Methods of integrating basic science with clinical knowledge are still debated in medical training. One possibility is increasing the spatial and temporal proximity of clinical content to basic science. An alternative model argues that teaching must purposefully expose relationships between the domains. The authors compared different methods of integrating basic science: causal explanations linking basic science to clinical features, presenting both domains separately but in proximity, and simply presenting clinical features First-year undergraduate health professions students were randomized to four conditions: (1) science-causal explanations (SC), (2) basic science before clinical concepts (BC), (3) clinical concepts before basic science (CB), and (4) clinical features list only (FL). Based on assigned conditions, participants were given explanations for four disorders in neurology or rheumatology followed by a memory quiz and diagnostic test consisting of 12 cases which were repeated after one week. Ninety-four participants completed the study. No difference was found on memory test performance, but on the diagnostic test, a condition by time interaction was found (F[3,88] = 3.05, P < .03, ηp = 0.10). Although all groups had similar immediate performance, the SC group had a minimal decrease in performance on delayed testing; the CB and FL groups had the greatest decreases. These results suggest that creating proximity between basic science and clinical concepts may not guarantee cognitive integration. Although cause-and-effect explanations may not be possible for all domains, making explicit and specific connections between domains will likely facilitate the benefits of integration for learners.
Teaching Cell Anatomy with a Fabric Model

ERIC Educational Resources Information Center

Kluka, Michelle

2005-01-01

Middle schoolers are often first introduced to detailed cellular anatomy through one-dimensional drawings in basic life science books, fill-in-the blank handouts accompanied by notes from the teacher, or desktop hard-plastic commercial models that resemble giant lollipops. One of the most important, yet difficult, life science concepts for…
Science Journalism

ERIC Educational Resources Information Center

Polman, Joseph; Newman, Alan; Farrar, Cathy; Saul, E. Wendy

2012-01-01

Much of the National Science Education Standards (NRC 1996), aside from the inquiry and teaching sections, focus on content. The authors' call is instead to build standards that focus on what students need to be scientifically literate in 10 or 15 years. Although a basic understanding of important scientific concepts and an understanding of how…
What Does Culture Have to Do with Teaching Science?

ERIC Educational Resources Information Center

Madden, Lauren; Joshi, Arti

2013-01-01

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

ERIC Educational Resources Information Center

Sneider, Cary; And Others

1992-01-01

Uses Columbus' journey to teach science concepts. Reports on a questionnaire for grade 4-8 students (n=279) designed to determine what basic information the students knew about Columbus' journey, peoples' beliefs about the earth at that time, what Columbus discovered, and the effect on Native Americans. Integrated science activities on the size…
Developing an Assessment Program for a University Health Sciences Major.

ERIC Educational Resources Information Center

Travis, H. Richard

1996-01-01

Reviews the procedures used by James Madison University (Virginia) to develop an assessment plan for the Health Sciences major. The assessment program included cognitive areas, basic competencies of entry-level health educators, student teaching, alumni surveys, and information literacy. The assessment program was reviewed by outside peer…
Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

NASA Astrophysics Data System (ADS)

Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

2016-06-01

The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.
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…
The Relationship between Students' Perceptions of the Teaching and Learning Process and Academic Performance in Science of Seventh and Eighth Graders Enrolled in Seventh-Day Adventist Schools

ERIC Educational Resources Information Center

Burton, Larry D.; Kijai, Jimmy; Sargeant, Marcel A.

2005-01-01

This study investigated student perceptions of the 7th and 8th grade Adventist science education program and their relationship to achievement in science as defined by performance on the Iowa Test of Basic Skills. Findings revealed that students held generally poor perceptions of science education. Hierarchical regression analysis revealed 8…
Experiences with Efficient Methodologies for Teaching Computer Programming to Geoscientists

ERIC Educational Resources Information Center

Jacobs, Christian T.; Gorman, Gerard J.; Rees, Huw E.; Craig, Lorraine E.

2016-01-01

Computer programming was once thought of as a skill required only by professional software developers. But today, given the ubiquitous nature of computation and data science it is quickly becoming necessary for all scientists and engineers to have at least a basic knowledge of how to program. Teaching how to program, particularly to those students…
Application of Science Aesthetics in the Teaching of Electrodynamics

ERIC Educational Resources Information Center

Li, Haiyan

2010-01-01

As the important part of the theoretical physics, the electrodynamics is a theoretical basic course of the physics and relative subjects. To adapt the demands for cultivating the target of highly-quality talents in the 21st century, the aesthetic principle can be used in the teaching to stimulate students' learning desire and cultivate students'…
Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.
Effective approach to spectroscopy and spectral analysis techniques using Matlab

NASA Astrophysics Data System (ADS)

Li, Xiang; Lv, Yong

2017-08-01

With the development of electronic information, computer and network, modern education technology has entered new era, which would give a great impact on teaching process. Spectroscopy and spectral analysis is an elective course for Optoelectronic Information Science and engineering. The teaching objective of this course is to master the basic concepts and principles of spectroscopy, spectral analysis and testing of basic technical means. Then, let the students learn the principle and technology of the spectrum to study the structure and state of the material and the developing process of the technology. MATLAB (matrix laboratory) is a multi-paradigm numerical computing environment and fourth-generation programming language. A proprietary programming language developed by MathWorks, MATLAB allows matrix manipulations, plotting of functions and data, Based on the teaching practice, this paper summarizes the new situation of applying Matlab to the teaching of spectroscopy. This would be suitable for most of the current school multimedia assisted teaching
A Case Based-Shared Teaching Approach in Undergraduate Medical Curriculum: A Way for Integration in Basic and Clinical Sciences.

PubMed

Peiman, Soheil; Mirzazadeh, Azim; Alizadeh, Maryam; Mortaz Hejri, Sara; Najafi, Mohammad-Taghi; Tafakhori, Abbas; Larti, Farnoosh; Rahimi, Besharat; Geraiely, Babak; Pasbakhsh, Parichehr; Hassanzadeh, Gholamreza; Nabavizadeh Rafsanjani, Fatemeh; Ansari, Mohammad; Allameh, Seyed Farshad

2017-04-01

To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students' reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.
Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education

ERIC Educational Resources Information Center

Trumper, Ricardo

2006-01-01

Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…
It's Not Your Grandmother's Genetics Anymore!

ERIC Educational Resources Information Center

Smith, Mike U.

2014-01-01

Genetics is perhaps the most rapidly growing field of science today. Recent findings such as those of the Human Genome Project have led to new understandings of basic genetic phenomena and even to increased confusion about some basic genetic ideas, such as the nature of the gene. These developments directly influence how we should teach genetics.…
Cognitive Research and Elementary Science Instruction: From the Laboratory, to the Classroom, and Back

ERIC Educational Resources Information Center

Klahr, David; Li, Junlei

2005-01-01

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and…
Devising Your Own Investigations Using Common Classroom and Household Materials.

ERIC Educational Resources Information Center

Wentworth, Daniel F.

Many elementary classroom teachers must overcome the following problems in order to teach science effectively: (1) a lack of background in scientific concepts and general information; (2) a scarcity of science equipment and supplies on hand or insufficient funds to purchase them; (3) little basic knowledge of the skills, processes and attitudes…

Safety in Science for Primary Schools. 1st Edition.

ERIC Educational Resources Information Center

Association for Science Education, Cambridge (England).

This packet of teacher education materials is based on the publication "Be Safe!" and is intended for those teaching science to children ages 4 to 12. The pack contains INSET materials that supplement a safety exhibition contained in the second edition of "Be Safe!." Five basic activities include instructions for training…
A Brief Look at Introductory Information Science in Library Schools, 1980.

ERIC Educational Resources Information Center

Davis, Charles H.; Shaw, Debora

1981-01-01

Reports the extent and content of introductory information science instruction at 79 of the 105 member schools of the Association of American Library Schools (AALS). Of the 58 schools offering computer programming instruction, 38 teach BASIC; 18, PL/I-PL/C; 15, COBOL; and 12, FORTRAN. Twelve references are listed. (RAA)
Using Excel in Teacher Education for Sustainability

ERIC Educational Resources Information Center

Aydin, Serhat

2016-01-01

In this study, the feasibility of using Excel software in teaching whole Basic Statistics Course and its influence on the attitudes of pre-service science teachers towards statistics were investigated. One hundred and two pre-service science teachers in their second year participated in the study. The data were collected from the prospective…
Integration and timing of basic and clinical sciences education.

PubMed

Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

2013-05-01

Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational/applied model may yield benefits in training widely competent future physicians.
Teaching the science of learning.

PubMed

Weinstein, Yana; Madan, Christopher R; Sumeracki, Megan A

2018-01-01

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
The Effectiveness of Traditional and 21st Century Teaching Tools on Students' Science Learning

ERIC Educational Resources Information Center

Bellflower, Julie V.

2012-01-01

Any student seeking a high school diploma from the public school system in one U.S. state must pass the state's high school graduation test. In 2009, only 88% of students at one high school in the state met the basic proficiency requirements on the science portion of the test. Because improved science education has been identified as an explicit…
The Problem of Science Education in Minority Areas--Based on a Study in Gansu Province of China

ERIC Educational Resources Information Center

Liang, Bai

2017-01-01

After 60 years of development, minority education not only has made great achievements in China, but also faces many problems. Among them is the problem of science education. The students learning in high school in the basic education in minority areas have faced particular difficulties in learning science. The teaching quality is not high,…
Teaching Mathematical Modelling for Earth Sciences via Case Studies

NASA Astrophysics Data System (ADS)

Yang, Xin-She

2010-05-01

Mathematical modelling is becoming crucially important for earth sciences because the modelling of complex systems such as geological, geophysical and environmental processes requires mathematical analysis, numerical methods and computer programming. However, a substantial fraction of earth science undergraduates and graduates may not have sufficient skills in mathematical modelling, which is due to either limited mathematical training or lack of appropriate mathematical textbooks for self-study. In this paper, we described a detailed case-study-based approach for teaching mathematical modelling. We illustrate how essential mathematical skills can be developed for students with limited training in secondary mathematics so that they are confident in dealing with real-world mathematical modelling at university level. We have chosen various topics such as Airy isostasy, greenhouse effect, sedimentation and Stokes' flow,free-air and Bouguer gravity, Brownian motion, rain-drop dynamics, impact cratering, heat conduction and cooling of the lithosphere as case studies; and we use these step-by-step case studies to teach exponentials, logarithms, spherical geometry, basic calculus, complex numbers, Fourier transforms, ordinary differential equations, vectors and matrix algebra, partial differential equations, geostatistics and basic numeric methods. Implications for teaching university mathematics for earth scientists for tomorrow's classroom will also be discussed. Refereces 1) D. L. Turcotte and G. Schubert, Geodynamics, 2nd Edition, Cambridge University Press, (2002). 2) X. S. Yang, Introductory Mathematics for Earth Scientists, Dunedin Academic Press, (2009).
Basic science curriculums in nuclear cardiology and cardiovascular imaging: evolving and emerging concepts.

PubMed

Van Decker, William A; Villafana, Theodore

2008-01-01

The teaching of basic science with regard to physics, instrumentation, and radiation safety has been part of nuclear cardiology training since its inception. Although there are clear educational and quality rationale for such, regulations associated with the Nuclear Regulatory Commission Subpart J of old 10 CFR section 35 (Title 10, Code of Federal Regulations, Part 35) from the 1960s mandated such prescriptive instruction. Cardiovascular fellowship training programs now have a new opportunity to rethink their basic science imaging curriculums with the era of "revised 10 CFR section 35" and the growing implementation of multimodality imaging training and expertise. This review focuses on the history and the why, what, and how of such a curriculum arising in one city and suggests examples of future implementation in other locations.
Katapultos: Teaching Basic Statistics with Ballistics.

ERIC Educational Resources Information Center

Fitzgerald, Mike

2001-01-01

Describes the use of catapults as a way to increase math, science, and technology correlations within the classroom. Includes detailed instructions, a list of materials for building a catapult, and print and Internet resources. (JOW)
How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).
Program to enrich science and mathematics experiences of high school students through interactive museum internships

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

Reif, R.J.; Lock, C.R.

1998-11-01

This project addressed the problem of female and minority representation in science and mathematics education and in related fields. It was designed to recruit high school students from under-represented groups into a program that provided significant, meaningful experiences to encourage those young people to pursue careers in science and science teaching. It provided role models for those students. It provided experiences outside of the normal school environment, experiences that put the participants in the position to serve as role models themselves for disadvantaged young people. It also provided encouragement to pursue careers in science and mathematics teaching and related careers.more » In these respects, it complemented other successful programs to encourage participation in science. And, it differed in that it provided incentives at a crucial time, when career decisions are being made during the high school years. Further, it encouraged the pursuit of careers in science teaching. The objectives of this project were to: (1) provide enrichment instruction in basic concepts in the life, earth, space, physical sciences and mathematics to selected high school students participating in the program; (2) provide instruction in teaching methods or processes, including verbal communication skills and the use of questioning; (3) provide opportunities for participants, as paid student interns, to transfer knowledge to other peers and adults; (4) encourage minority and female students with high academic potential to pursue careers in science teaching.« less
Identifying the Critical Components for a Conceptual Understanding of the Mole in Secondary Science Classrooms

ERIC Educational Resources Information Center

Fang, Su-Chi; Hart, Christina; Clarke, David

2016-01-01

The amount of substance and its unit the mole is a basic concept in chemistry. However, previous research has shown that teaching and learning the concept are challenging tasks for both teachers and students. The purpose of this study was to pinpoint the problems which emerge in the teaching and learning process, and provide integrated suggestions…
Teaching Aldosterone Regulation and Basic Scientific Principles Using a Classic Paper by Dr. James O. Davis and Colleagues

ERIC Educational Resources Information Center

Hanke, Craig J.; Bauer-Dantoin, Angela C.

2006-01-01

Classroom discussion of scientific articles can be an effective means of teaching scientific principles and methodology to both undergraduate and graduate science students. The availability of classic papers from the American Physiological Society Legacy Project has made it possible to access articles dating back to the early portions of the 20th…
Janice VanCleave's the Human Body for Every Kid: Easy Activities That Make Learning Science Fun.

ERIC Educational Resources Information Center

VanCleave, Janice

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

ERIC Educational Resources Information Center

Cushman, Cody V.; Linford, Matthew R.

2015-01-01

The plan view is used in crystallography and materials science to show the positions of atoms in crystal structures. However, it is not widely used in teaching general chemistry. In this contribution, we introduce the plan view, and show these views for the simple cubic, body-centered cubic, face-centered cubic, hexagonal close packed, CsCl, NaCl,…
A Three-Year Prospective Longitudinal Cohort Study of Medical Students' Attitudes toward Anatomy Teaching and Their Career Aspirations

ERIC Educational Resources Information Center

Bhangu, Aneel; Boutefnouchet, Tarek; Yong, Xu; Abrahams, Peter; Joplin, Ruth

2010-01-01

Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale…
Effect of 5E Teaching Model on Student Teachers' Understanding of Weightlessness

ERIC Educational Resources Information Center

Tural, Guner; Akdeniz, Ali Riza; Alev, Nedim

2010-01-01

Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers' learning. The sample of the study was 9…
Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology

ERIC Educational Resources Information Center

Dow, Mirah J.; Boettcher, Carrie A.; Diego, Juana F.; Karch, Marziah E.; Todd-Diaz, Ashley; Woods, Kristine M.

2015-01-01

The purpose of this mixed methods study is to determine the effectiveness of case-based pedagogy in teaching basic principles of information ethics and ethical decision making. Study reports results of pre- and post-assessment completed by 49 library and information science (LIS) graduate students at a Midwestern university. Using Creswell's…
Applying effective teaching and learning techniques to nephrology education.

PubMed

Rondon-Berrios, Helbert; Johnston, James R

2016-10-01

The interest in nephrology as a career has declined over the last several years. Some of the reasons cited for this decline include the complexity of the specialty, poor mentoring and inadequate teaching of nephrology from medical school through residency. The purpose of this article is to introduce the reader to advances in the science of adult learning, illustrate best teaching practices in medical education that can be extrapolated to nephrology and introduce the basic teaching methods that can be used on the wards, in clinics and in the classroom.

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

NASA Astrophysics Data System (ADS)

Bellflower, Julie V.

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

NASA Astrophysics Data System (ADS)

Strube, Paul

1991-12-01

The shift of nurse education from the hospitals to higher education institutions has resulted in a large pool of students within the Universities requiring basic science instruction. Most of these students are female, often mature age, with limited science backgrounds. This paper discusses the type of science education demanded by the nursing profession, the view of science as a subject held by these students, and the key role played by constructivist thinking in dealing with both of these.
Teaching Future Teachers Basic Astronomy Concepts--Sun-Earth-Moon Relative Movements--at a Time of Reform in Science Education

ERIC Educational Resources Information Center

Trumper, Ricardo

2006-01-01

In view of students' alternative conceptions about basic concepts in astronomy, we conducted a series of constructivist activities with future elementary and junior high school teachers aimed at changing their conceptions about the cause of seasonal changes, and of several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…
Fish. A Language Development Unit for Science. Life and the Environment: Populations. Grade Three.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…
Popcorn. A Language Development Unit for Science. Matter and Energy. Grade One.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…
Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses

ERIC Educational Resources Information Center

Liou, Wei-Kai; Bhagat, Kaushal Kumar; Chang, Chun-Yen

2016-01-01

The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to…
minimUML: A Minimalist Approach to UML Diagramming for Early Computer Science Education

ERIC Educational Resources Information Center

Turner, Scott A.; Perez-Quinones, Manuel A.; Edwards, Stephen H.

2005-01-01

In introductory computer science courses, the Unified Modeling Language (UML) is commonly used to teach basic object-oriented design. However, there appears to be a lack of suitable software to support this task. Many of the available programs that support UML focus on developing code and not on enhancing learning. Programs designed for…
Meeting Report: Genomics in the Undergraduate Curriculum--Rocket Science or Basic Science?

ERIC Educational Resources Information Center

Campbell, A. Malcolm

2002-01-01

At the 102nd annual meeting of the American Society for Microbiology (ASM) in Salt Lake City, Utah, members of the Genome Consortium for Active Teaching and faculty from around the world gathered to discuss educational genomics. The focus of the gathering was a series of presentations by faculty who have successfully incorporated genomics and…
Agarose Gel Electrophoresis System in the Classroom: Detection of DNA Strand Breaks through the Alteration of Plasmid Topology

ERIC Educational Resources Information Center

De Mattos, J. C. P.; Dantas, F. J. S.; Caldeira-de-Araujo, A.; Moraes, M. O.

2004-01-01

Good quality scientific teaching depends on the ability of researchers to translate laboratory experiments into high school and undergraduate classes, bridging the advanced and basic science with common knowledge. A fast-growing field in biomedical sciences is oxidative stress, which has been associated to several diseases, including cancer and…
Medical Mycology and the Chemistry Classroom: Germinating Student Interest in Organic Chemistry

ERIC Educational Resources Information Center

Bliss, Joseph M.; Reid, Christopher W.

2013-01-01

Efforts to provide active research context to introductory courses in basic sciences are likely to better engage learners and provide a framework for relevant concepts. A simple teaching and learning experiment was conducted to use concepts in organic chemistry to solve problems in the life sciences. Bryant University is a liberal arts university…
Teaching science content in nursing programs in Australia: a cross-sectional survey of academics.

PubMed

Birks, Melanie; Ralph, Nicholas; Cant, Robyn; Hillman, Elspeth; Chun Tie, Ylona

2015-01-01

Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Examining the effect of self-explanation on cognitive integration of basic and clinical sciences in novices.

PubMed

Lisk, Kristina; Agur, Anne M R; Woods, Nicole N

2017-12-01

Several studies have shown that cognitive integration of basic and clinical sciences supports diagnostic reasoning in novices; however, there has been limited exploration of the ways in which educators can translate this model of mental activity into sound instructional strategies. The use of self-explanation during learning has the potential to promote and support the development of integrated knowledge by encouraging novices to elaborate on the causal relationship between clinical features and basic science mechanisms. To explore the effect of this strategy, we compared diagnostic efficacy of teaching students (n = 71) the clinical features of four musculoskeletal pathologies using either (1) integrated causal basic science descriptions (BaSci group); (2) integrated causal basic science descriptions combined with self-explanation prompts (SE group); (3) basic science mechanisms segregated from the clinical features (SG group). All participants completed a diagnostic accuracy test immediately after learning and 1-week later. The results showed that the BaSci group performed significantly better compared to the SE (p = 0.019) and SG groups (p = 0.004); however, no difference was observed between the SE and SG groups (p = 0.91). We hypothesize that the structure of the self-explanation task may not have supported the development of a holistic conceptual understanding of each disease. These findings suggest that integration strategies need to be carefully structured and applied in ways that support the holistic story created by integrated basic science instruction in order to foster conceptual coherence and to capitalize on the benefits of cognition integration.
Teaching Basic Science Environmentally. Concept: Plants Reproduce Their Own Kind.

ERIC Educational Resources Information Center

Busch, Phyllis

1987-01-01

Offers suggestions for spring activities focusing on plant reproduction both indoors and outdoors. Suggests planting seeds to observe, measure, and record effects of temperature, moisture, fertilizer. Recommends outdoor study of the horsetail plant. (NEC)
Geological applications and training in remote sensing

NASA Technical Reports Server (NTRS)

Sabins, F. F., Jr.

1981-01-01

Some of the experiences, methods, and opinions developed during 15 years of teaching an introductory course in remote sensing at several universities in the Southern California area are related. Although the course is offered in Geology departments, every class includes significant numbers of students from other disciplines including geography, computer science, biology, and environmental science. The instructor or teaching assistant provides a few hours of tutorial lectures (outside of regular class time) on basic geology for these nongeologists. This approach is successful because the grade distribution for nongeologists is similar to that for geologists. The schedule for a typical one-semester course is given.
Restructuring a basic science course for core competencies: an example from anatomy teaching.

PubMed

Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

2009-09-01

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.
Teaching energy using an integrated science approach

NASA Astrophysics Data System (ADS)

Poggi, Valeria; Miceli, Cristina; Testa, Italo

2017-01-01

Despite its relevance to all scientific domains, the debate surrounding the teaching of energy is still open. The main point remains the problems students have in understanding some aspects of the energy concept and in applying their knowledge to the comprehension of natural phenomena. In this paper, we present a research-based interdisciplinary approach to the teaching of energy in which the first and second laws of thermodynamics were used to interpret physical, chemical and biological processes. The contents of the three disciplines (physics, chemistry, biology) were reconstructed focusing on six basic aspects of energy (forms, transfer, transformation, conservation, degradation, and entropy) and using common teaching methodologies. The module was assessed with 39 secondary school students (aged 15-16) using a 30-question research instrument and a treatment/control group methodology. Analysis of students’ learning outcomes suggests a better understanding of the energy concept, supporting the effectiveness of an interdisciplinary approach in the teaching of energy in physics and science in general. Implications for the teaching of energy are briefly discussed.
Joseph A. Burton Forum Award Talk: Science and Subversion -- Experiences from Pakistan

NASA Astrophysics Data System (ADS)

Hoodbhoy, Pervez

2010-02-01

How may one exorcise the twin demons that plague human society: irrational beliefs derived from faith, and of violence and militarism? The hope for a better future goes something like this: if a society is convinced that it must develop science because it wants technology, then the teaching of science is allowed even in societies where the scientific method is not wholly welcome. Therefore, because critical inquiry is its basic tool, science can be a Trojan Horse that silently subverts and ultimately helps to win the battle for secular humanism and peace. To what extent are such hopes realistic? I shall draw upon my experiences in Pakistan to argue that good science teaching may indeed be our best bet. The battle for a peaceful, non-nuclear world will also require both a greater public understanding of science, and a commitment to work against prejudices induced by religious faith and nationhood. )
Professional fulfillment and parenting work-life balance in female physicians in Basic Sciences and medical research: a nationwide cross-sectional survey of all 80 medical schools in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Marui, Eiji

2017-09-15

In Japan, the field of Basic Sciences encompasses clinical, academic, and translational research, as well as the teaching of medical sciences, with both an MD and PhD typically required. In this study, it was hypothesized that the characteristics of a Basic Sciences career path could offer the professional advancement and personal fulfillment that many female medical doctors would find advantageous. Moreover, encouraging interest in Basic Sciences could help stem shortages that Japan is experiencing in medical fields, as noted in the three principal contributing factors: premature resignation of female clinicians, an imbalance of female physicians engaged in research, and a shortage of medical doctors in the Basic Sciences. This study examines the professional and personal fulfillment expressed by Japanese female medical doctors who hold positions in Basic Sciences. Topics include career advancement, interest in medical research, and greater flexibility for parenting. A cross-sectional questionnaire survey was distributed at all 80 medical schools in Japan, directed to 228 female medical doctors whose academic rank was assistant professor or higher in departments of Basic Sciences in 2012. Chi-square tests and the binary logistic regression model were used to investigate the impact of parenthood on career satisfaction, academic rank, salary, etc. The survey response rate of female physicians in Basic Sciences was 54.0%. Regardless of parental status, one in three respondents cited research interest as their rationale for entering Basic Sciences, well over twice other motivations. A majority had clinical experience, with clinical duties maintained part-time by about half of respondents and particularly parents. Only one third expressed afterthoughts about relinquishing full-time clinical practice, with physicians who were parents expressing stronger regrets. Parental status had little effect on academic rank and income within the Basic Sciences, CONCLUSION: Scientific curiosity and a desire to improve community health are hallmarks of those choosing a challenging career in medicine. Therefore, it is unsurprising that interest in research is the primary motivation for a female medical doctor to choose a career in Basic Sciences. Additionally, as with many young professionals with families, female doctors seek balance in professional and private lives. Although many expressed afterthoughts relinquishing a full-time clinical practice, mothers generally benefited from greater job flexibility, with little significant effect on career development and income as Basic Scientists.
Key steps for integrating a basic science throughout a medical school curriculum using an e-learning approach.

PubMed

Dubois, Eline Agnès; Franson, Kari Lanette

2009-09-01

Basic sciences can be integrated into the medical school curriculum via e-learning. The process of integrating a basic science in this manner resembles a curricular change. The change usually begins with an idea for using e-learning to teach a basic science and establishing the need for the innovation. In the planning phase, learning outcomes are formulated and a prototype of the program is developed based on the desired requirements. A realistic concept is formed after considering the limitations of the current institute. Next, a project team is assembled to develop the program and plan its integration. Incorporation of the e-learning program is facilitated by a well-developed and communicated integration plan. Various course coordinators are contacted to determine content of the e-learning program as well as establish assessment. Linking the e-learning program to existing course activities and thereby applying the basic science into the clinical context enhances the degree of integration. The success of the integration is demonstrated by a positive assessment of the program including favourable cost-benefit analysis and improved student performance. Lastly, when the program becomes institutionalised, continuously updating content and technology (when appropriate), and evaluating the integration contribute to the prolonged survival of the e-learning program.
SEEDS: A Celebration of Science

NASA Technical Reports Server (NTRS)

Melton, Bob

1991-01-01

The major goal of the project of Space Exposed Experiment Developed for Students (SEEDS) was to stimulate interest in science through the active involvement of all participants. Youthful investigators utilized the basic and integrated science process skills as they conducted the research necessary to complete the data reports used in the compilation of this document. Participants described many unique activities designed to promote critical thinking and problem solving. Seeds made a significant impact toward enhancing the teaching, learning, and enjoyment of science for students worldwide.

Development of Science and Technology Literacy Materials at the Basic Level: Exemplar Materials. Revised during the Regional Workshop Organized within the Framework of Project 2000+: Scientific and Technological Literacy for All (Philippines, November 4-8, 1997).

ERIC Educational Resources Information Center

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific.

This collection of science activities is designed to supplement traditional science education by encompassing an issues-based approach to helping students develop scientific and technological literacy. Each unit can be used within an existing teaching sequence and includes an introduction specifying scientific issues and educational objectives, a…
Introduction to the Special Issue on Postsecondary Instruction: The Old Science of Phrenology and the New Science of College Teaching

ERIC Educational Resources Information Center

Abrami, Philip C.; Lowerison, Gretchen; Bures, Eva Mary

2004-01-01

According to van Wyhe (2002), 19th-century phrenologists called their interest "the only true science of mind." The basic tenets of phrenology were: (a) the brain is the organ of the mind; (b) the mind is composed of multiple distinct, innate faculties; (c) because they are distinct, each faculty must have a separate seat or "organ" in the brain;…
Certain Basic Concepts of Teaching Turkish as a Foreign Language

ERIC Educational Resources Information Center

Sen, Ülker

2016-01-01

Concept that is defined to be the intangible and general designs emerging in a mind that belongs to an object or thought, has become both subject and object of a very large field ranging from philosophy to linguistics, from social sciences to science. Regardless of which field is in question, the unity of concept is important in order to pave the…
Plants. A Language Development Unit for Science. Life and the Environment. Grades One, Two and Three.

ERIC Educational Resources Information Center

Gilmour, Margy; McGregor, Cathy, Ed.

One of the basic principles of the Language Development Approach is that students must learn the language necessary to understand, talk, and write about all subject areas in order to succeed in school. This book contains information about teaching primary school science in the Northwest Territories with lessons that emphasize language. The goals…
Smartphones: Powerful Tools for Geoscience Education

NASA Astrophysics Data System (ADS)

Johnson, Zackary I.; Johnston, David W.

2013-11-01

Observation, formation of explanatory hypotheses, and testing of ideas together form the basic pillars of much science. Consequently, science education has often focused on the presentation of facts and theories to teach concepts. To a great degree, libraries and universities have been the historical repositories of scientific information, often restricting access to a small segment of society and severely limiting broad-scale geoscience education.
Choice--Chance--Control. That's Life. Learning about Insurance through Secondary School Courses. Insurance Basics for Everyone; Social Sciences; Mathematics; Consumer Economics.

ERIC Educational Resources Information Center

Insurance Education Foundation, Indianapolis, IN.

This guide, which is designed for use with secondary school students, contains four units of activities that teach the fundamentals of insurance within the context of a broad range of subjects, including social sciences, history, civics, government, mathematics, consumer economics, business, economics, life skills, family management, home…
Use of Information Communication Technology by Early Career Science Teachers in Western Australia

ERIC Educational Resources Information Center

Dawson, Vaille

2008-01-01

Australia wide, all school systems are in the process of providing teachers with computers and there is an expectation that new teachers will possess the expertise to use them in their teaching. In addition to using computers for basic word processing and data manipulation, early-career science teachers need to be able to use a range of…
Science and Math Activities and Resources for Teaching Home Economics (S.M.A.R.T.).

ERIC Educational Resources Information Center

Levine, Marjorie C.

This guide was written to aid home economics teachers in developing a greater understanding and use of basic skills in the home economics curriculum. The objectives of this guide are (1) to expand the awareness of underlying mathematics and science principles in the consumer and vocational home economics curriculum and (2) to provide a bank of…
The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…
The evaluation of student-centredness of teaching and learning: a new mixed-methods approach.

PubMed

Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J

2014-08-14

The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.
The evaluation of student-centredness of teaching and learning: a new mixed-methods approach

PubMed Central

Lemos, Ana R.; Sandars, John E.; Alves, Palmira

2014-01-01

Objectives The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). Methods The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer’s dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Results Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers’ espoused theories and theories-in-use. Conclusions A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education. PMID:25341225
7 CFR 3430.2 - Definitions.

Code of Federal Regulations, 2011 CFR

2011-01-01

... resources of the organization to the project. Award means financial assistance that provides support or... equipment, and innovative teaching methodologies. Established and demonstrated capacity means that an..., enabling them to make practical decisions. Food and agricultural sciences means basic, applied, and...
Teaching Basic Science Environmentally.

ERIC Educational Resources Information Center

Busch, Phylliss

1987-01-01

Discusses how, where, and when to capture indoor and outdoor insects for study: Grasshoppers, Cockroaches, Houseflies, Snowfleas, Stone Flies, Scorpian Flies, Crane Flies, Gypsy Moths, Tent Caterpillars, Bagworms, Praying Mantis, Oak Leaf Skeletonizers, Mourning Cloak Butterflies, Ladybird Beetles, Maple Leaf Cutters, Woolybears. Emphasizes…
Skeletons Not Just for Halloween.

ERIC Educational Resources Information Center

Markle, Sandra; And Others

1983-01-01

A teaching unit that helps fourth-, fifth-, and sixth-grade students learn about human and animal skeletal systems is described. The unit focuses on bone characteristics and develops basic science skills, such as observation, data collection, and making and testing hypotheses. (PP)
Cognition before curriculum: rethinking the integration of basic science and clinical learning.

PubMed

Kulasegaram, Kulamakan Mahan; Martimianakis, Maria Athina; Mylopoulos, Maria; Whitehead, Cynthia R; Woods, Nicole N

2013-10-01

Integrating basic science and clinical concepts in the undergraduate medical curriculum is an important challenge for medical education. The health professions education literature includes a variety of educational strategies for integrating basic science and clinical concepts at multiple levels of the curriculum. To date, assessment of this literature has been limited. In this critical narrative review, the authors analyzed literature published in the last 30 years (1982-2012) using a previously published integration framework. They included studies that documented approaches to integration at the level of programs, courses, or teaching sessions and that aimed to improve learning outcomes. The authors evaluated these studies for evidence of successful integration and to identify factors that contribute to integration. Several strategies at the program and course level are well described but poorly evaluated. Multiple factors contribute to successful learning, so identifying how interventions at these levels result in successful integration is difficult. Evidence from session-level interventions and experimental studies suggests that integration can be achieved if learning interventions attempt to link basic and clinical science in a causal relationship. These interventions attend to how learners connect different domains of knowledge and suggest that successful integration requires learners to build cognitive associations between basic and clinical science. One way of understanding the integration of basic and clinical science is as a cognitive activity occurring within learners. This perspective suggests that learner-centered, content-focused, and session-level-oriented strategies can achieve cognitive integration.
Science teachers teaching socioscientific issues (SSI): Four case studies

NASA Astrophysics Data System (ADS)

Lee, Hyunju

Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on "the participant as ally" and "essentialist portraiture." The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they think is important for students and are developing their own approaches without any contact with the reform efforts. This brings some consequences in their teaching of SSI. Overall, this study suggests that real changes in science education can be achieved only if they are synchronized with individual teachers' deeper motivations.
Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.
The relationship of science teachers' beliefs and practices

NASA Astrophysics Data System (ADS)

Varrella, Gary Frank

1997-10-01

The relationships between constructivist and Science-Technology-Society (STS) teaching practices and teachers beliefs are the focus of this dissertation. This study is founded on the premise that individual teacher's beliefs are strong indicators of their instructional choices and teaching habits. The basic research premise is: the more complete and complex the individuals' belief structure about constructivist and STS teaching, the more expert and consistent the teacher is in the complementary constructivist teaching practices. This triangulation study used quantitative and qualitative methods. Three instruments were used: the Science Classroom Observation Rubric and Teaching Practices Assessment Inventory, from the Expert Science Teacher Educational Evaluation Model (ESTEEM), and the Science Teacher Beliefs About the Learning Environment Rubric (developed by the author). The results yielded significant multiple regression analysis regarding the relationships between beliefs and practices in constructivist/STS science teaching not documented elsewhere. Statistically significant factors contributing to expertise included the value teachers placed on their students as individuals whose ideas and contributions to the class are important, teachers' commitment to work as partners with students in the learning environment, and the importance of context, i.e., instruction which is personally relevant and meaningful. No differences were found related to gender or total years of teaching experience. A cross-case methodology was used to explore data from open-ended interviews and for examination of teachers' written comments regarding their interactions with students in the learning environment. Expertise was also shown to be linked to teachers with a commitment to life-long learning and to years of participation/leadership by teachers in state and national reform movements. Qualitative data corroborated these findings, providing a rich and authentic background to the correlational results and analysis of key demographics. Most noteworthy were teachers' comments regarding partnerships with their students and the importance of instructional relevancy.
An Interdisciplinary Undergraduate Space Physics Course: Understanding the Process of Science Through One Field's Colorful History

NASA Technical Reports Server (NTRS)

Lopez, Ramon E.

1996-01-01

Science education in this country is in its greatest period of ferment since the post-Sputnik frenzy a generation ago. In that earlier time, however, educators' emphasis was on producing more scientists and engineers. Today we recognize that all Americans need a good science background. The ability to observe, measure, think quantitatively, and reach logical conclusions based on available evidence is a set of skills that everyone entering the workforce needs to acquire if our country is to be competitive in a global economy. Moreover, as public policy increasingly crystallizes around scientific issues, it is critical that citizens be educated in science so that they may provide informed debate and on these issues. In order to develop this idea more fully, I proposed to teach a historically based course about space physics as an honors course at the University of Maryland-College Park (UMCP). The honors program at UMCP was established to foster broad-based undergraduate courses that utilize innovative teaching techniques to provide exemplary education to a select group of students. I designed an introductory course that would have four basic goals: to acquaint students with geomagnetic and auroral phenomena and their relationship to the space environment; to examine issues related to the history of science using the evolution of the field as an example; to develop familiarity with basic skills such as describing and interpreting observations, analyzing scientific papers, and communicating the results of their own research; and to provide some understanding of basic physics, especially those aspect that play a role in the near-earth space environment.
Peer-assisted learning: filling the gaps in basic science education for preclinical medical students.

PubMed

Sammaraiee, Yezen; Mistry, Ravi D; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-09-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies. Copyright © 2016 The American Physiological Society.

Teaching the nature of physics through art: a new art of teaching

NASA Astrophysics Data System (ADS)

Colletti, Leonardo

2018-01-01

Science and art are traditionally represented as two disciplines with completely divergent goals, methods, and public. It has been claimed that, if rightly addressed, science and art education could mutually support each other. In this paper I propose the recurrent reference to certain famous paintings during the ordinary progress of physics courses in secondary schools, in order to convey, in a memorable way, some basic features of physics methodology. For an understanding of the overall characteristics of science should be regarded as one of the crucial goals of physics education. As a part of a general education, the forgetting of physics concepts may be acceptable, but failing to grasp the very nature of science is not. Images may help in conveying the nature of science, especially for humanities-oriented students. Moreover, famous paintings, with their familiarity and availability, are a valid tool in facilitating this.
Countering Climate Confusion in the Classroom: New Methods and Initiatives

NASA Astrophysics Data System (ADS)

McCaffrey, M.; Berbeco, M.; Reid, A. H.

2014-12-01

Politicians and ideologues blocking climate education through legislative manipulation. Free marketeers promoting the teaching of doubt and controversy to head off regulation. Education standards and curricula that skim over, omit, or misrepresent the causes, effects, risks and possible responses to climate change. Teachers who unknowingly foster confusion by presenting "both sides" of a phony scientific controversy. All of these contribute to dramatic differences in the quality and quantity of climate education received by U.S. students. Most U.S. adults and teens fail basic quizzes on energy and climate basics, in large part, because climate science has never been fully accepted as a vital component of a 21st-century science education. Often skipped or skimmed over, human contributions to climate change are sometimes taught as controversy or through debate, perpetuating a climate of confusion in many classrooms. This paper will review recent history of opposition to climate science education, and explore initial findings from a new survey of science teachers on whether, where and how climate change is being taught. It will highlight emerging effective pedagogical practices identified in McCaffrey's Climate Smart & Energy Wise, including the role of new initiatives such as the Next Generation Science Standards and Green Schools, and detail efforts of the Science League of America in countering denial and doubt so that educators can teach consistently and confidently about climate change.
Elementary teachers' acquisition of science knowledge: Case-studies and implications for teaching preparation

NASA Astrophysics Data System (ADS)

Stein, Morton

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

NASA Astrophysics Data System (ADS)

Pollock, S.

2011-09-01

It is now well-documented that traditionally taught, large-scale introductory science courses often fail to teach our students the basics. In fact, these same courses have been found to teach students things we don't intend. Building on a tradition of research, the physics and astronomy education research communities have been investigating the effects of educational reforms at the undergraduate level for decades. Both within these scientific communities and in the fields of education, cognitive science, psychology, and other social sciences, we have learned a great deal about student learning and environments that support learning for an increasingly diverse population of students. This presentation will discuss a variety of effective classroom practices, (with an emphasis on peer instruction, "clickers," and small group activities), the surrounding educational structures, and examine assessments which indicate when and why these do (and sometimes do not) work. After a broad survey of education research, we will look at some of the exciting theoretical and experimental developments within this field that are being conducted at the University of Colorado. Throughout, we will consider research and practices that can be of value in both physics and astronomy classes, as well as applications to teaching in a variety of environments.
The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2014-11-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs
Medicine at Michigan State (III): Conditioning for Innovation

ERIC Educational Resources Information Center

Walsh, John

1972-01-01

Discusses the reasons why basic science courses are taught in all-university departments'' and the clinical experience is provided in cooperation with community health services, rather than a clinical teaching hospital, in the programs for Doctor of Medicine and Doctor of Osteopathy. (AL)
The use of brainstorming for teaching human anatomy.

PubMed

Geuna, S; Giacobini-Robecchi, M G

2002-10-15

Interactive teaching techniques have been used mainly in clinical teaching, with little attention given to their use in basic science teaching. With the aim of partially filling this gap, this study outlines an interactive approach to teaching anatomy based on the use of "brainstorming." The results of the students' critique of the teaching techniques are also included. Seventy-five students from the first-year nursing curriculum were tested by a structured questionnaire after three brainstorming sessions. The overall response to these sessions was very positive, indicating that students perceived this interactive technique as both interesting and useful. Furthermore, this approach may provide a useful strategy when learning the clinical courses of the upcoming academic years. Copyright 2002 Wiley-Liss, Inc.
Science teacher’s idea about environmental concepts in science learning as the first step of science teacher training

NASA Astrophysics Data System (ADS)

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

2018-05-01

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

NASA Astrophysics Data System (ADS)

Selkin, P. A.; Cline, E. T.; Beaufort, A.

2008-12-01

In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.
Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.
Body Structure and Function. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This curriculum guide contains the materials required to teach a course in body structure and function. The following topics are covered in the course's 17 instructional units: basic concepts of physical and life sciences; microbiology and bacteriology; the integumentary, skeletal, muscular, digestive, circulatory, respiratory, urinary, central…
Chem I Supplement: Chemistry of Steel Making.

ERIC Educational Resources Information Center

Sellers, Neal

1980-01-01

Provides information about the chemistry of steel making applicable to teaching secondary school science. Generalized chemical reactions describe the manufacture of steel from iron ore. Also discussed are raw materials, processing choices, and how various furnaces (blast, direct reduction, open hearth, basic oxygen, electric) work. (CS)
Atoms in Astronomy.

ERIC Educational Resources Information Center

Blanchard, Paul A.

This booklet is part of an American Astronomical Society curriculum project designed to provide teaching materials to teachers of secondary school chemistry, physics, and earth science. A Basic Topics section discusses atomic structure, emphasizing states of matter at high temperature and spectroscopic analysis of light from the stars. A section…
Teaching Basic Science Environmentally.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1984-01-01

Five activities on the concept of evaporation as a cooling process is presented. Activities include discovering which hand, the wet one or dry one, is cooler; reviving a wilted plant; measuring surface area of leaves; collecting water vapor from leaves; and finding out the cooling effect of trees. (ERB)
Teaching Psychology for Sustainability: The Why and How

ERIC Educational Resources Information Center

Koger, Susan M.; Scott, Britain A.

2016-01-01

The behavioral sciences can make vital contributions to environmental sustainability efforts, as relevant basic and applied psychological research has grown considerably over the past dozen years. Recently, conservation biologists, environmental policy makers, and other experts have recognized the importance of engaging with experts on human…
A Stand-Alone Interactive Physics Showcase

ERIC Educational Resources Information Center

Pfaff, Daniel; Hagelgans, Anja; Weidemuller, Matthias; Bretzer, Klaus

2012-01-01

We present a showcase with interactive exhibits of basic physical experiments that constitutes a complementary method for teaching physics and interesting students in physical phenomena. Our interactive physics showcase, shown in Fig. 1, stimulates interest for science by letting the students experience, firsthand, surprising phenomena and…
Pangea Redux

ERIC Educational Resources Information Center

Renton, Jack; Repine, Tom; Hemler, Deb

2003-01-01

The authors relate that they have conducted short courses on using constructivist techniques to teach historical geology over the past four years at regional National Science Teachers Association (NSTA) meetings. They realized that although most course participants were familiar with the basic tenets of plate tectonics, the authors were always…
Teaching Basic Science Environmentally.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1986-01-01

Explains why earthworms are fascinating and important animals whose study should be expanded. Describes how to collect earthworms and their castings and how to demonstrate their tunneling activity. Stresses animal's uniqueness and how it is interrelated with other animals, plants, and non-living parts of the world. (NEC)
The Impact of Computing in Education in Korea.

ERIC Educational Resources Information Center

Huh, Unna

1993-01-01

Discusses educational computing in Korea to be used for improving the teaching-learning process, improving science education, and preparing for an information society. Highlights include government, higher education, and private company support; basic objectives and long-term planning for educational computing; software applications; and future…
Educator's Guide for Mission to Earth: LANDSAT Views the World

NASA Technical Reports Server (NTRS)

Tindal, M. A.

1978-01-01

This teacher's guide is specifically designed to provide information and suggestions for using LANDSAT imagery to teach basic concepts in several content areas. Content areas include: (1) Earth science and geology; (2) environmental studies; (3) geography; and (4) social and urban studies.

Elementary astronomy

NASA Astrophysics Data System (ADS)

Fierro, J.

2006-08-01

In developing nations such as Mexico, basic science education has scarcely improved. There are multiple reasons for this problem; they include poor teacher training and curricula that are not challenging for students. I shall suggest ways in which astronomy can be used to improve basic education, it is so attractive that it can be employed to teach how to read and write, learn a second language, mathematics, physics, as well as geography. If third world nations do not teach science in an adequate way, they will be in serious problems when they will try to achieve a better standard of living for their population. I shall also address informal education, it is by this means that most adults learn and keep up to date with subjects that are not their specialty. If we provide good outreach programs in developing nations we can aid adult training; astronomy is ideal since it is particularly multidisciplinary. In particular radio and television programs are useful for popularization since they reach such wide audiences.
Teaching Physics to In-Service Primary School Teachers in the Context of the History of Science: The Case of Falling Bodies

NASA Astrophysics Data System (ADS)

Kokkotas, Panos; Piliouras, Panagiotis; Malamitsa, Katerina; Stamoulis, Efthymios

2009-05-01

Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that utilize historical scientific materials on the issue of falling bodies.
Using the Humanities to Teach Neuroscience to Non-majors.

PubMed

McFarlane, Hewlet G; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement.
Project-oriented teaching model about specialized courses in the information age

NASA Astrophysics Data System (ADS)

Chen, Xiaodong; Wang, Jinjiang; Tian, Qingguo; Wang, Yi; Cai, Huaiyu

2017-08-01

Specialized courses play a significant role in the usage of basic knowledge in the practical application for engineering college students. The engineering data available has sharply increased since the beginning of the information age in the 20th century, providing much more approaches to study and practice. Therefore, how to guide students to make full use of resources for active engineering practice learning has become one of the key problems for specialized courses. This paper took the digital image processing course for opto-electronic information science and technology major as an example, discussed the teaching model of specialized course in the information age, put forward the "engineering resource oriented model", and fostered the ability of engineering students to use the basic knowledge to innovate and deal with specific project objectives. The fusion of engineering examples into practical training and teaching encourages students to practice independent engineering thinking.
Strengthening Mathematics And Science Education (SMASE) For Improving The Quality Of Teachers in Nigeria

NASA Astrophysics Data System (ADS)

Shuaibu, Zainab Muhammad

2016-04-01

The education system in Nigeria, especially at the basic education level, teachers who teach mathematics and science need to be confident with what they are teaching, they need to have appropriate techniques and strategies of motivating the pupils. If these subjects are not taught well at the basic education level its extraordinarily hard to get them (pupils/students) back to track, no matter what will be done in the secondary and tertiary level. Teachers as the driving force behind improvements in the education system are in the best position to understand and propose solutions to problems faced by students. Teachers must have access to sustainable, high quality professional development in order to improve teaching and student learning. Teachers' professional development in Nigeria, however, has long been criticized for its lack of sustainability and ability to produce effective change in teaching and students achievement. Education theorists today believe that a critical component of educational reform lies in providing teachers with various opportunities and supports structures that encourage ongoing improvement in teachers' pedagogy and discipline-specific content knowledge. However, the ongoing reforms in education sector and the need to refocus the Nigeria education system towards the goal of the National Economical Empowerment and Development Strategies (NEEDS) demand that the existing In-service and Education Training (INSET) in Nigeria be refocused. It is against this premise that an INSET programme aimed at Strengthening Mathematics And Science Education (SMASE) for primary and secondary school teachers was conceived. The relevance of the SMASE INSET according to the Project Design Matrix (PDM) was derived from an In-service aimed at enhancing the quality of teachers in terms of positive attitude, teaching methodology, mastery of content, resource mobilization and utilization of locally available teaching and learning materials. The intervention of Strengthening Mathematics And Science Education (SMASE) in training and re-training of teachers at enhancing quality classroom activities in Mathematics and Science subjects through Activity, Student-centre, Experiments, Improvisation (ASEI)-Plan, Do, See, Improve (PDSI) instructional strategy. This instructional strategy has cultivates learner's mathematical and scientific thinking ability and have provided one of the best regular INSET for primary and secondary Mathematics and Science teachers as observed during the SMASE impact survey in the three piloted states in Nigeria. To build a common ground for teaching method irrespective of teacher and teaching style School-Based Training (SBT) is now advocated in SMASE, SBT is aimed at improving teaching and learning activities in the classroom through Lesson Study model. Lesson Study is a teaching improvement and knowledge building process that has its origin in the Japanese elementary education it involves a comprehensive process of planning, observation, analysis and identifying the best approaches in a classroom. This an inquiry approach to professional development that requires teachers to identify an area of instructional interest, collect data to analyses and make instructional changes based on the data. This kind of professional development make teachers acquires current and up to date knowledge in the field of mathematics and science.
Searching for New Earths: Teaching Children How We Seek Distant Planets

NASA Astrophysics Data System (ADS)

Pulliam, C.

2008-06-01

Teaching science to children ages 8-13 can be a great challenge, especially if you lack the resources for a full-blown audio/visual presentation. How do you hold their attention and get them involved? One method is to teach a topic no one else covers at this educational level: something exciting and up-to-the-minute, at the cutting edge of science. We developed an interactive 45-minute presentation to convey the two basic techniques used to locate planets orbiting other stars. Activities allowed children to hunt for their own planets in simulated data sets. We also stimulated their imagination by giving each child a take-home, multicolored marble ``planet'' and asking them to discuss their planet's characteristics. The resulting presentation ``Searching for New Earths'' could be adapted to a variety of educational settings.
Graduate students teaching elementary earth science through interactive classroom lessons

NASA Astrophysics Data System (ADS)

Caswell, T. E.; Goudge, T. A.; Jawin, E. R.; Robinson, F.

2014-12-01

Since 2005, graduate students in the Brown University Department of Earth, Environmental, and Planetary Studies have volunteered to teach science to second-grade students at Vartan Gregorian Elementary School in Providence, RI. Initially developed to bring science into classrooms where it was not explicitly included in the curriculum, the graduate student-run program today incorporates the Providence Public Schools Grade 2 science curriculum into weekly, interactive sessions that engage the students in hypothesis-driven science. We will describe the program structure, its integration into the Providence Public Schools curriculum, and 3 example lessons relevant to geology. Lessons are structured to develop the students' ability to share and incorporate others' ideas through written and oral communication. The volunteers explain the basics of the topic and engage the students with introductory questions. The students use this knowledge to develop a hypothesis about the upcoming experiment, recording it in their "Science Notebooks." The students record their observations during the demonstration and discuss the results as a group. The process culminates in the students using their own words to summarize what they learned. Activities of particular interest to educators in geoscience are called "Volcanoes!", "The "Liquid Race," and "Phases of the Moon." The "Volcanoes!" lesson explores explosive vs. effusive volcanism using two simulated volcanoes: one explosive, using Mentos and Diet Coke, and one effusive, using vinegar and baking soda (in model volcanoes that the students construct in teams). In "Liquid Race," which explores viscosity and can be integrated into the "Volcanoes!" lesson, the students connect viscosity to flow speed by racing liquids down a ramp. "Phases of the Moon" teaches the students why the Moon has phases, using ball and stick models, and the terminology of the lunar phases using cream-filled cookies (e.g., Oreos). These lessons, among many others, bring basic science to life in second grade classrooms. We will be happy to share their story and to make our lesson plans available to a broader audience.
From bedside to blackboard: the benefits of teaching molecular biology within a medical context.

PubMed

Sitaraman, Ramakrishnan

2012-01-01

Courses in molecular biology are part of practically every degree program in medicine and the life sciences. Historically, many basic discoveries in this field have resulted from investigations by doctors into the nature of diseases. This essay suggests that medical educators deliberately incorporate such material, whether historical or contemporaneous, into their molecular and cell biology courses. An example of such usage, an early report of the detection of bacteriophage activity on pathogenic bacteria, is discussed in detail. Such an approach can potentially narrow the perceived gap between "basic" and "applied" science. As medicine is so intimately and obviously linked with human welfare, this also provides an avenue for educators to discuss issues of scientific integrity and ethics within a "pure science" course.
Teaching Ecological Interactions with Mud Dauber Nests.

ERIC Educational Resources Information Center

Matthews, Robert W.

1997-01-01

Describes the use of mud dauber wasp nests in laboratory activities in ecology and behavior and life science classes. Provides students with an opportunity to develop and practice basic skills including dissection, identification, observation, measurement, and communication. Discusses the life of mud daubers, obtaining and storing nests,…
The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.
Astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Antunes de Macêdo, Josué

2015-08-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.
Research on the potential use of interactive materials on astronomy education

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

2016-07-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.
[The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

PubMed

Liu, Jun; Luo, Pei-Gao

2011-11-01

Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.
Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

NASA Astrophysics Data System (ADS)

Zollman, Dean

2001-03-01

For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/
Moving Away From Spoon-Feeding as a Teaching Style in Radiology.

PubMed

Rahim, Shiraz; Ros, Pablo

2016-12-01

Medical education has been an important topic in the literature, with many new attempts to revitalize and improve efforts to teach physicians and students. As a unique subspecialty that incorporates visual learning, knowledge of clinical management and presentation, basic science topics such as physics and mechanics, and procedural skills, radiology affords itself to new and more effective methods of teaching. Much of radiology education has currently focused on the concept of spoon-feeding information from the teacher to the learners. This article outlines the dangers of this approach in radiology and offers solutions for educators to improve their teaching skills and use the potential afforded by the diversity of the field.
Arizona's Three-Year Medical Curriculum: A Postmortem.

ERIC Educational Resources Information Center

Kettel, Louis J.; And Others

1979-01-01

Students and faculty at the University of Arizona College of Medicine found the three-year medical program to be an unsatisfactory educational experience due to excessive intensity of classroom work, insufficient vacation time, and inadequate time to teach basic science. Measures of student performance showed no differences between three- and…
Educational Software for First Order Logic Semantics in Introductory Logic Courses

ERIC Educational Resources Information Center

Mauco, María Virginia; Ferrante, Enzo; Felice, Laura

2014-01-01

Basic courses on logic are common in most computer science curricula. Students often have difficulties in handling formalisms and getting familiar with them. Educational software helps to motivate and improve the teaching-learning processes. Therefore, incorporating these kinds of tools becomes important, because they contribute to gaining…
Teaching through Trade Books: You Light up My Life

ERIC Educational Resources Information Center

Royce, Christine Anne

2016-01-01

The abstract nature of physical science concepts often means that they are the most challenging for elementary students to grasp. Understanding how light behaves allows students to form a foundation for their future understanding. This month's trade books and activities engage students in basic concepts related to light.
Teach with Databases: Toxics Release Inventory. [Multimedia].

ERIC Educational Resources Information Center

Barracato, Jay; Spooner, Barbara

This curriculum unit provides students with real world applications of science as it pertains to toxic releases into the environment. This boxed package contains the Toxics Release Inventory (TRI) Teacher's Guide, TRI Database Basics guide, comprehensive TRI compact disk with user's guide, "Getting Started: A Guide to Bringing Environmental…
Learning Medical School Biochemistry Through Self-Directed Case-Oriented Study.

ERIC Educational Resources Information Center

Morley, Colin G. D.; Blumberg, Phyllis

1987-01-01

Describes an alternative medical school curriculum for the first two years of preclinical basic science studies. Discusses student and faculty selection for the program. Details the format for teaching biochemistry in the Alternative Curriculum, including program structure, content organization and exams. Evaluates the success of the program. (CW)

Evaluation and Assessment in Early Social Science

ERIC Educational Resources Information Center

Hus, Vlasta; Matjašic, Jasmina

2017-01-01

Authenticity is an important element in the newer models of teaching, evaluation and assessment. Due to the fact that it is quite unclear how authentic evaluation and assessment should be implemented into practice, teachers still cling too much to traditional forms of knowledge evaluation and assessment. First, some basic theoretical facts on…
Anatomy Education Faces Challenges in Pakistan

ERIC Educational Resources Information Center

Memon, Ismail K.

2009-01-01

Anatomy education in Pakistan is facing many of the same challenges as in other parts of the world. Roughly, a decade ago, all medical and dental colleges in Pakistan emphasized anatomy as a core basic discipline within a traditional medical science curriculum. Now institutions are adopting problem based learning (PBL) teaching philosophies, and…
Teacher's Guide to Indoor Air Pollutants.

ERIC Educational Resources Information Center

National Safety Council, Washington, DC. Environmental Health Center.

This guide, designed for fourth- through sixth-grade classrooms, contains information teachers will need to teach an educational unit on indoor air quality. It draws on a variety of students' skills, including science, vocabulary, reasoning, math, and basic biology. Each lesson comes with suggested activities that highlight and reinforce what is…
Students' and Teachers' Application of Surface Area to Volume Relationships

ERIC Educational Resources Information Center

Taylor, Amy R.; Jones, M. Gail

2013-01-01

The "National Science Education Standards" emphasize teaching unifying concepts and processes such as basic functions of living organisms, the living environment, and scale (NRC 2011). Scale includes understanding that different characteristics, properties, or relationships within a system might change as its dimensions are increased or decreased…
Dividing and Conquering Biostatistics

ERIC Educational Resources Information Center

Walker, James K.; Weiner, Myron

1977-01-01

An approach to the teaching of biostatistics is discussed that is presented in a multistage fashion beginning with a core of knowledge in a separate course but rapidly integrated with other basic science and clinical courses in the pharmacy curriculum. Biostatistics is thus seen as more interesting and relevant to the student. (LBH)
The Wisdom of Scientific Inquiry on Education

ERIC Educational Resources Information Center

Glass, Gene V.

1972-01-01

Under current conditions evaluative research based on curriculum products of master teachers using basic knowledge from the social and natural sciences is more likely to contribute to the improvement of educational practice than is an attempt to build theories of teaching based upon rapidly changing philosophy and technique. (AL)
Anatomists Debate the Value of a Teaching Credential

ERIC Educational Resources Information Center

Rizzolo, Lawrence J.; Drake, Richard L.

2008-01-01

Fewer and fewer programs are training graduate students and postdoctoral fellows in the classical anatomical disciplines. Nonetheless, there remains a need at all levels of clinical and basic science education for skilled instructors of anatomy, histology, and embryology. Two sessions at the 2006 annual meeting of the American Association of…
Inservice Elementary and Middle School Teachers' Conceptions of Photosynthesis and Respiration

ERIC Educational Resources Information Center

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

2009-01-01

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was…
Traditional Labs + New Questions = Improved Student Performance.

ERIC Educational Resources Information Center

Rezba, Richard J.; And Others

1992-01-01

Presents three typical lab activities involving the breathing rate of fish, the behavior of electromagnets, and tests for water hardness to demonstrate how labs can be modified to teach process skills. Discusses how basic concepts about experimentation are developed and ways of generating and improving science experiments. Includes a laboratory…
Mathematical Modelling in Engineering: An Alternative Way to Teach Linear Algebra

ERIC Educational Resources Information Center

Domínguez-García, S.; García-Planas, M. I.; Taberna, J.

2016-01-01

Technological advances require that basic science courses for engineering, including Linear Algebra, emphasize the development of mathematical strengths associated with modelling and interpretation of results, which are not limited only to calculus abilities. Based on this consideration, we have proposed a project-based learning, giving a dynamic…
Contexts, concepts and cognition: principles for the transfer of basic science knowledge.

PubMed

Kulasegaram, Kulamakan M; Chaudhary, Zarah; Woods, Nicole; Dore, Kelly; Neville, Alan; Norman, Geoffrey

2017-02-01

Transfer of basic science aids novices in the development of clinical reasoning. The literature suggests that although transfer is often difficult for novices, it can be optimised by two complementary strategies: (i) focusing learners on conceptual knowledge of basic science or (ii) exposing learners to multiple contexts in which the basic science concepts may apply. The relative efficacy of each strategy as well as the mechanisms that facilitate transfer are unknown. In two sequential experiments, we compared both strategies and explored mechanistic changes in how learners address new transfer problems. Experiment 1 was a 2 × 3 design in which participants were randomised to learn three physiology concepts with or without emphasis on the conceptual structure of basic science via illustrative analogies and by means of one, two or three contexts during practice (operationalised as organ systems). Transfer of these concepts to explain pathologies in familiar organ systems (near transfer) and unfamiliar organ systems (far transfer) was evaluated during immediate and delayed testing. Experiment 2 examined whether exposure to conceptual analogies and multiple contexts changed how learners classified new problems. Experiment 1 showed that increasing context variation significantly improved far transfer performance but there was no difference between two and three contexts during practice. Similarly, the increased conceptual analogies led to higher performance for far transfer. Both interventions had independent but additive effects on overall performance. Experiment 2 showed that such analogies and context variation caused learners to shift to using structural characteristics to classify new problems even when there was superficial similarity to previous examples. Understanding problems based on conceptual structural characteristics is necessary for successful transfer. Transfer of basic science can be optimised by using multiple strategies that collectively emphasise conceptual structure. This means teaching must focus on conserved basic science knowledge and de-emphasise superficial features. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Teaching Physics at a Business College: Challenges and Opportunities

NASA Astrophysics Data System (ADS)

Finberg, Sharon

2003-10-01

Most physicists are familiar with the challenge of teaching physics to non-science students. At Bentley College, a premier business university, we have unique challenges and opportunities. Newsweek magazine (Sept. 1, 2003) named Bentley College among the 12 "Hot Schools" for 2004 and the most "career-focused." Undergraduates intent on business majors often perceive physics as unbearable and opt for courses in other science disciplines to fulfill requirements. Within a relatively short period of time, I have successfully applied various strategies to attract these business-minded students to our one-semester "Basic Physics" course, such changing to a highly experiential course and including examples from many consumer products. Innovative one-semester elective courses aimed at specific interests such as energy, sports, music and the visual arts meet the challenge of enticing students to physics courses to complete their math/science elective requirement.
Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post-degree survey.

PubMed

Richardson-Hatcher, April; MacPherson, Brian; Gould, Douglas; Brueckner-Collins, Jennifer

2018-03-26

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.
An aesthetic approach to the teaching of science

NASA Astrophysics Data System (ADS)

Zubrowski, Bernard

The role of aesthetic curiosity in the manipulation of materials is often ignored or considered irrelevant in most science curricula. Contemporary practice in curriculum design emphasizes an approach that views science and art as separate types of explorations. Some historians of technology and science suggest that basic discoveries arise out of an aesthetic curiosity fostered by play with materials or ideas. Experience with certain familiar materials of aesthetic interest suggest that children will sustain play for long periods and easily mix metaphors of art and science in developing an understanding of the phenomena that are a part of the experience. Several examples are given of how this might be accomplished.
Tetrahymena in the classroom.

PubMed

Smith, Joshua J; Wiley, Emily A; Cassidy-Hanley, Donna M

2012-01-01

Tetrahymena has been a useful model in basic research in part due to the fact it is easy to grow in culture and exhibits a range of complex processes, all within a single cell. For these same reasons Tetrahymena has shown enormous potential as a teaching tool for fundamental principles of biology at multiple science education levels that can be integrated into K-12 classrooms and undergraduate and graduate college laboratory courses. These Tetrahymena-based teaching modules are inquiry-based experiences that are also effective at teaching scientific concepts, retaining students in science, and exciting students about the scientific process. Two learning communities have been developed that utilize Tetrahymena-based teaching modules. Advancing Secondary Science Education with Tetrahymena (ASSET) and the Ciliate Genomics Consortium (CGC) have developed modules for K-12 students and college-level curriculums, respectively. These modules range from addressing topics in ecology, taxonomy, and environmental toxicity to more advanced concepts in biochemistry, proteomics, bioinformatics, cell biology, and molecular biology. An overview of the current modules and their learning outcomes are discussed, as are assessment, dissemination, and sustainability strategies for K-12 and college-level curriculum. Copyright Â© 2012 Elsevier Inc. All rights reserved.
The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science

PubMed Central

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

Purpose To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Conclusions Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences. PMID:27233041
The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science.

PubMed

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.
S.P.S.S. User's Manual #1-#4. Basic Program Construction in S.P.S.S.; S.P.S.S. Non-Procedural Statements and Procedural Commands; System Control Language and S.P.S.S.; Quick File Equate Statement Reference.

ERIC Educational Resources Information Center

Earl, Lorna L.

This series of manuals describing and illustrating the Statistical Package for the Social Sciences (SPSS) was planned as a self-teaching instrument, beginning with the basics and progressing to an advanced level. Information on what the searcher must know to define the data and write a program for preliminary analysis is contained in manual 1,…
At S.C. School, Behavior Is One of the Basics: A Charleston Middle School Joins the Growing Number Nationwide That Use PBIS Strategies to Teach

ERIC Educational Resources Information Center

Shah, Nirvi

2012-01-01

Learning "how to be a Haut Gap student" is one of the basics at Charleston's Haut Gap Middle School. Along with reading, science, and mathematics classes, every student at Haut Gap Middle School takes a course in how to be a Haut Gap student. For most students, the class is 40 minutes a day for nine weeks. But it can last 18 weeks for…
Using the Humanities to Teach Neuroscience to Non-majors

PubMed Central

McFarlane, Hewlet G.; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement. PMID:26240533

Projects for the implementation of science technology society approach in basic concept of natural science course as application of optical and electrical instruments’ material

NASA Astrophysics Data System (ADS)

Satria, E.

2018-03-01

Preservice teachers in primary education should be well equipped to meet the challenges of teaching primary science effectively in 21century. The purpose of this research was to describe the projects for the implementation of Science-Technology-Society (STS) approach in Basic Concept of Natural Science course as application of optical and electrical instruments’ material by the preservice teachers in Elementary Schools Teacher Education Program. One of the reasons is the lack of preservice teachers’ ability in making projects for application of STS approach and optical and electrical instruments’ material in Basic Concept of Natural Science course. This research applied descriptive method. The instrument of the research was the researcher himself. The data were gathered through observation and documentation. Based on the results of the research, it was figured out that preservice teachers, in groups, were creatively and successful to make the projects of optical and electrical instruments assigned such as projector and doorbell. It was suggested that the construction of the instruments should be better (fixed and strong structure) and more attractive for both instruments, and used strong light source, high quality images, and it could use speaker box for projector, power battery, and heat sink for electrical instruments.
Status of teaching elementary science for English learners in science, mathematics and technology centered magnet schools

NASA Astrophysics Data System (ADS)

Han, Alyson Kim

According to the California Commission on Teacher Credentialing (2001), one in three students speaks a language other than English. Additionally, the Commission stated that a student is considered to be an English learner if the second language acquisition is English. In California more than 1.4 million English learners enter school speaking a variety of languages, and this number continues to rise. There is an imminent need to promote instructional strategies that support this group of diverse learners. Although this was not a California study, the results derived from the nationwide participants' responses provided a congruent assessment of the basic need to provide effective science teaching strategies to all English learners. The purpose of this study was to examine the status of elementary science teaching practices used with English learners in kindergarten through fifth grade in public mathematics, science, and technology-centered elementary magnet schools throughout the country. This descriptive research was designed to provide current information and to identify trends in the areas of curriculum and instruction for English learners in science themed magnet schools. This report described the status of elementary (grades K-5) school science instruction for English learners based on the responses of 116 elementary school teachers: 59 grade K-2, and 57 grade 3-5 teachers. Current research-based approaches support incorporating self-directed learning strategy, expository teaching strategy, active listening strategies, questioning strategies, wait time strategy, small group strategy, peer tutoring strategy, large group learning strategy, demonstrations strategy, formal debates strategy, review sessions strategy, mediated conversation strategy, cooperative learning strategy, and theme-based instruction into the curriculum to assist English learners in science education. Science Technology Society (STS) strategy, problem-based learning strategy, discovery learning strategy, constructivist learning strategy, learning cycle strategy, SCALE technique strategy, conceptual change strategy, inquiry-based strategy, cognitive academic language learning approach (CALLA) strategy, and learning from text strategy provide effective science teaching instruction to English learners. These science instructional strategies assist elementary science teachers by providing additional support to make science instruction more comprehensible for English learners.
The practice of problem-based investigative teaching reform in semiconductor physics course

NASA Astrophysics Data System (ADS)

Chen, Aiping; Wu, Gaojian; Gu, Dawei; Jiang, Hongying; Wang, Lei

2017-08-01

Semiconductor physics is an important basic course for the students of the majors of applied physics, optoelectronics, and microelectronics. The authors have been carrying out investigative-teaching reform in semiconductor physics teaching. Firstly, the teaching content was re-structured based on scientific problems. Secondly, the students were placed in groups to discuss different scientific problems and to present a few short science-reports. Thirdly, micro-lesson videos were produced for the students to study and analyze before or after class. With comparative analysis, we find out that the semiconductor-physics curriculum content was greatly enriched. In addition, the students' learning motivation and scientific thinking ability increased, and their innovation ability was improved. Overall, the teaching quality of the semiconductor physics course could be significantly improved.
Quality Science Teacher Professional Development and Student Achievement

NASA Astrophysics Data System (ADS)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.
Impacting Society through Astronomy Undergraduate Courses

NASA Astrophysics Data System (ADS)

Schleigh, Sharon

2015-04-01

A high percentage of non-science majors enroll in undergraduate, introductory astronomy courses across the country. The perception of the astronomy course as being easier than the ``hard sciences'' and the idea that the course will focus on ``pretty pictures'', influences the interests of the non-science majors. Often the students that enroll in these courses will not take other science courses, resulting in the only opportunity to teach college students about basic scientific concepts that impact their lives. Vast misconceptions about the nature of science, the role of science and scientists in society, and social issues embedded in scientific information, impact the decisions that individuals make about every day events. In turn, these decisions influence the policies that construct our society. This talk will provide an overview of the common misconceptions and discuss how they impact our society as a whole. The research presented provides evidence of the impact that introductory college astronomy courses have on changing these everyday misconceptions and influencing non-science majors' ideas about science in society. The research suggests that introductory courses designed for non-science majors are extremely important in impacting our society, and begs for a stronger understanding and implementation of best practices for teaching and learning in the college classroom environment.
Teaching medical physics to general audiences.

PubMed Central

Amador, S

1994-01-01

By judiciously selecting topics and reading materials, one can teach a full semester course on medical physics appropriate for college students not majoring in the natural sciences. This interdisciplinary field offers an opportunity to teach a great deal of basic physics at the freshman level in the context of explaining modern medical technologies such as ultrasound imaging, laser surgery, and positron emission tomography. This article describes one such course which combines lectures, outside visitors, varied readings, and laboratories to convey a select subset of physical principles and quantitative problem-solving skills. These resources are also valuable for enriching the standard freshman physics sequence for premedical students. PMID:8075355
Teaching psychiatry in a new medical school: a multimedia approach.

PubMed

Baskett, S J

1978-12-01

As a developing department in a new medical school, we were able to improve our curriculum by using a multimedia approach to teaching psychiatry. We relied heavily on a programmed self-instructional text with videotaped clinical examples (PLS), learning objectives, formal classroom presentations, small group discussions, self-assessment exercises, an affective approach to the patient-doctor relationship using role-playing and videotaped patient vignettes, and finally live patient interviews. We believe we have been able to present the widely agreed upon content in the basic science years, using a wide variety of teaching materials and technics which maintain the interest of most students.
Inspired by Fieldwork: A Teacher Research Experience Energizes and Ignites a Group of Elementary Students

NASA Astrophysics Data System (ADS)

Munroe, C. H.

2010-12-01

Through involvement in authentic research experiences teachers improve their content knowledge, deepen their understanding of the research process, and rejuvenate their interest in science. These positive results of fieldwork transfer into the classroom, directly benefiting students. The ARMADA project provided me with a three week research experience aboard the Amundsen (Canadian Coast Guard science vessel) which enriched and strengthened me professionally. Guided by master and early career scientists, I took part in specific research techniques and deep scientific discourse. My immersion in ocean science was so stimulating that I was inspired to share that excitement with my students. The fascination my students showed for basic experiments and ocean related activities fueled my interest further and I began to research more deeply which led to Climate Literacy and Polar Studies as essentials in my science curriculum. Over the following years I continued to expand and refine the workshops and activities students take part in. Three years after the research experience students still love the science explorations we embark upon together. This past year a group of students became so excited about Polar Science and Climate that they authored a 36 page non fiction book for upper elementary and middle school students entitled, "Changing Poles, Changing Planet: Climate Change vs. The Earth". Seven of the authors decided to continue their science outreach work by creating an educational video focusing on the basics of climate science and what children can do to lower carbon emissions. The book and video were distributed to educators as well as scientists at the International Polar Year Science Conference in June, 2010. In August some of these students presented their work at a Sustainability festival that was organized by M-CAN a local climate action group. Two of these students (who have left my class and started 6th grade at the middle school)recently decided to form a Climate Club and their goal is to continue to research and teach others about climate science. Their enthusiasm and desire to teach others is a result of exposure to authentic science issues in school and my research experience is what changed the way I teach science which made this possible.
A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science.

PubMed

Brownell, Sara E; Price, Jordan V; Steinman, Lawrence

2013-03-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.
How to link geography, cross-curricular approach and inquiry in science education at the primary schools

NASA Astrophysics Data System (ADS)

Karvánková, Petra; Popjaková, Dagmar

2018-05-01

Pupil research in school lessons in the sense of Inquiry-Based Education (IBE) is one of the constructivist approaches to education. Inquiry strengthens the positive approach of pupils to natural science subjects, encouraging them to study phenomena and processes taking place in the natural environment around them and use the acquired knowledge in their practical life. Geography as a school subject, due to the multidisciplinary nature of geography as a science, is close to natural sciences as well. This is because of the broadness of the subject of geographical studies, the complex (natural and cultural) landscape. The close links of geography to all cross-sectional themes make it a good support for teaching classical science subjects at schools such as mathematics, physics, chemistry or biology, environmental education. Moreover, the field teaching is one of the strong assets of the implementation of IBE in the school geography. Presented case study on the 'effect of noise on the surroundings' explores the facts mentioned above, in geography teaching. It verifies the pupils' knowledge and skills to adopt the basic principles of IBE in the practice. At the same time, it presents the concrete experiences how the children master the individual stages of IBE during the process of education.
Learning Theories 101: Application to Everyday Teaching and Scholarship

ERIC Educational Resources Information Center

Kay, Denise; Kibble, Jonathan

2016-01-01

Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the…
Entomology: Promoting Creativity in the Science Lab

ERIC Educational Resources Information Center

Akcay, Behiye B.

2013-01-01

A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…
Issues in Teacher Education; A Social Scientist's View.

ERIC Educational Resources Information Center

Senesh, Lawrence

The basic problem in training teachers (teaching them what makes social institutions tick and how to relate this knowledge to present and future needs of children) has not been solved by teacher training institutions. The author's plan for a one-year social sciences training program emphasizing the project approach may provide a solution. Its…
Positive Impact of Integrating Histology and Physiology Teaching at a Medical School in China

ERIC Educational Resources Information Center

Sherer, Renslow; Wan, Yu; Dong, Hongmei; Cooper, Brian; Morgan, Ivy; Peng, Biwen; Liu, Jun; Wang, Lin; Xu, David

2014-01-01

To modernize its stagnant, traditional curriculum and pedagogy, the Medical School of Wuhan University in China adopted (with modifications) the University of Chicago's medical curriculum model. The reform effort in basic sciences was integrating histology and physiology into one course, increasing the two subjects' connection to clinical…
Publish or Perish: Technologists in Academia.

ERIC Educational Resources Information Center

Gluck, Sandra C.

Medical technologists are relative newcomers to academia since the development of 2+2 programs and some movement away from didactic teaching at hospital sites. Medical technology faculty are now just as much a part of the publish-or-perish syndrome as their basic science and liberal arts colleagues, although their research activity is not highly…
Learning Paramedic Science Skills from a First Person Point of View

ERIC Educational Resources Information Center

Lynch, Kathy; Barr, Nigel; Oprescu, Florin

2012-01-01

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such…
Hardware for Hard-Up Schools?

ERIC Educational Resources Information Center

St. John, Stuart A.

2012-01-01

The purpose of this work was to investigate ways in which everyday computers can be used in schools to fulfil several of the roles of more expensive, specialized laboratory equipment for teaching and learning purposes. The brief adopted was to keep things as straightforward as possible so that any school science department with a few basic tools…
Mapping and Auditing Information and Communication Technologies in Library and Information Science Education in Africa: A Review of the Literature

ERIC Educational Resources Information Center

Minishi-Majanja, Mabel K.

2003-01-01

Information and communication technologies (ICTs) have become basic ingredients of, and competitive tools in, the information-intensive tertiary/higher education sector. Their increased and specialised use in teaching and learning, research, academic administration, institutional management and information provision translates into greater access…
Future Energy Technology. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 7-12 language arts, science, and social studies classes, this 5-7 day unit encourages students to investigate alternative energy sources through research. Focusing on geothermal energy, tide and ocean, fusion, wind, biomass, and solar energy as possible areas of consideration, the unit attempts to create an awareness of the…
Professional Training Programs of Masters in Adult Education at Universities of Germany

ERIC Educational Resources Information Center

Hizhynska, Tetiana

2015-01-01

The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and…

Interprofessional Education in Gross Anatomy: Experience with First-Year Medical and Physical Therapy Students at Mayo Clinic

ERIC Educational Resources Information Center

Hamilton, Steven S.; Yuan, Brandon J.; Lachman, Nirusha; Hellyer, Nathan J.; Krause, David A.; Hollman, John H.; Youdas, James W.; Pawlina, Wojciech

2008-01-01

Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and…
Methods and Strategies: Much Ado about Nothing

ERIC Educational Resources Information Center

Smith, P. Sean; Plumley, Courtney L.; Hayes, Meredith L.

2017-01-01

This column provides ideas and techniques to enhance your science teaching. This month's issue discusses how children think about the small-particle model of matter. What Richard Feynman referred to as the "atomic hypothesis" is perhaps more familiar to us as the small-particle model of matter. In its most basic form, the model states…
200 Outdoor Science Activities, A Classroom Extension.

ERIC Educational Resources Information Center

Ontario Teachers' Federation, Toronto.

To encourage teachers to use the out-of-doors in their teaching, this booklet has been prepared by the Ontario Teachers' Federation. It reviews basic approaches to out-of-doors instruction, types of field trips, teacher training and sources of instructional assistance, pre-planning and follow-up for a field trip, and points to consider in…
Ideas and Activities for Recycling Education for Grades K-12.

ERIC Educational Resources Information Center

Ayers, Jerry B., Ed.; Olberding, April H., Ed.

In June 1997, Tennessee Technological University's Center for Manufacturing Research conducted a one-week program on plastics recycling for science teachers. The purpose of the program was to increase the teachers' basic knowledge about the importance of recycling plastics and to better prepare the teachers for teaching recycling in the classroom.…
Fueling Around - Hazardous to Your Health. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Seven activities are included in this 10 day secondary school science unit in which students determine the effect that auto exhaust fumes have on the air they breathe by utilizing laboratory experiences, independent research, and in-class discussions. Rationale, objectives, and instructional strategies are provided for each activity. Following two…
Can Computers Be Used Successfully for Teaching College Mathematics?

ERIC Educational Resources Information Center

Hatfield, Steven H.

1976-01-01

Author states that the use of computers in mathematics courses tends to generate interest in course subject matter and make learning a less passive experience. Computers also introduce students to computer science as a field of study, and provide basic knowledge of computers as an important aspect of today's technology. (Author/RW)
Use of an Automatic Problem Generator to Teach Basic Skills in a First Course in Assembly Language.

ERIC Educational Resources Information Center

Benander, Alan; And Others

1989-01-01

Discussion of the use of computer aided instruction (CAI) and instructional software in college level courses highlights an automatic problem generator, AUTOGEN, that was written for computer science students learning assembly language. Design of the software is explained, and student responses are reported. (nine references) (LRW)
Flipped Classrooms and Student Learning: Not Just Surface Gains

ERIC Educational Resources Information Center

McLean, Sarah; Attardi, Stefanie M.; Faden, Lisa; Goldszmidt, Mark

2016-01-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and…
Coastal Ecosystems. Project CAPE Teaching Module [with Student Materials].

ERIC Educational Resources Information Center

Cowal, Michael; And Others

Intended for grades K-2, this science unit on coastal ecosystems aids teachers in helping students to: (1) identify marine organisms; (2) learn their basic characteristics; and (3) understand the web of interdependence among organisms of the same habitat. The teacher's guide is divided into four sections. The first section gives background…
Basic Visual Disciplines in Heritage Conservation: Outline of Selected Perspectives in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lobovikov-Katz, A.

2017-08-01

Acknowledgement of the value of a basic freehand sketch by the information and communication community of researchers and developers brought about the advanced developments for the use of sketches as free input to complicated processes of computerized visualization, so as to make them more widely accessible. However, a sharp reduction and even exclusion of this and other basic visual disciplines from education in sciences, technology, engineering and architecture dramatically reduces the number of future users of such applications. The unique needs of conservation of cultural heritage pose specific challenges as well as encourage the formulation of innovative development tasks in related areas of information and communication technologies (ICT). This paper claims that the introduction of basic visual disciplines to both communities is essential to the effectiveness of integration of heritage conservation needs and the advanced ICT development of conservation value, and beyond. It provides an insight into the challenges and advantages of introducing these subjects in a relevant educational context, presents some examples of their teaching and learning in the modern environment, including e-learning, and sketches perspectives to their application.
Methods of teaching the physics of climate change in undergraduate physics courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2015-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).
Teaching climate change in undergraduate courses

NASA Astrophysics Data System (ADS)

Sadler, Michael

2013-04-01

Although anthropogenic climate change is generally accepted in the scientific community, there is considerable skepticism among the general population and, therefore, in undergraduate students of all majors. Students are often asked by their peers, family members, and others, whether they ``believe'' climate change is occurring and what should be done about it (if anything). I will present my experiences and recommendations for teaching the physics of climate change to both physics and non-science majors. For non-science majors, the basic approach is to try to develop an appreciation for the scientific method (particularly peer-reviewed research) in a course on energy and the environment. For physics majors, the pertinent material is normally covered in their undergraduate courses in modern physics and thermodynamics. Nevertheless, it helps to review the basics, e.g. introductory quantum mechanics (discrete energy levels of atomic systems), molecular spectroscopy, and blackbody radiation. I have done this in a separate elective topics course, titled ``Physics of Climate Change,'' to help the students see how their knowledge gives them insight into a topic that is very volatile (socially and politically).
Promoting Access, Retention, and Interest in Astronomy Higher Education: Developing the STEM Professionals of Tomorrow in New Mexico

NASA Astrophysics Data System (ADS)

Vogt, N. P.; Muise, A. S.; Cook, S.; Voges, E.

2011-09-01

Economic stability and success are becoming increasingly tied to the successful acquisition of basic academic skills, with the emergence of a computer- and data-oriented society. The recent doubling of the statewide requirement for laboratory science courses at the college level in New Mexico thus represents both an opportunity to further aid in the development of math and science skills in our general population and an added barrier to degree completion. Couple this to a geographically dispersed population of non-traditional students, with workforce and family responsibilities that compete directly for time with academics, and we have a compelling need for alternate methods of teaching science in New Mexico. We present a set of NASA- and NSF-sponsored resources under development to aid in teaching astronomy as a laboratory science at the college level, with usage results for a pilot group of students. Primary components include a self-review database of 10,000+ questions, an instructor review interface, a set of laboratory exercises suitable for students working alone at a distance, and interviews with diverse science, technology, engineering, and mathematics (STEM) individuals to help combat stereotype threat. We discuss learning strategies often employed by students without substantial scientific training and ways to incorporate these strategies into a conceptual framework based on the scientific method and basic techniques for data analysis. Interested science educators may request guest user status to access our self-review database and explore the possibility of using the database for a class or cohort of students at their own institutions.
The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

PubMed

Klahr, David; Nigam, Milena

2004-10-01

In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.
Collaboration Among Educators: An Essential Step in Unifying STEM Teaching Resources.

NASA Astrophysics Data System (ADS)

McIver, H.; Ellins, K. K.; Bohls-Graham, C. E.; O'dell, D.; Sergent, C.; Jacobs, B. E.; Stocks, E.; Serpa, L. F.; Riggs, E. M.

2015-12-01

Increased requirement for Science, Engineering, Technology, and Math (STEM) literacy among US secondary school students has enhanced the need for high-quality teaching resources in the modern STEM classroom. Many relevant resources exist online that could be used to address this issue, but too often these resources are spread throughout the Internet, and have not necessarily been audited for content, alignment with state and national science standards, or current functionality. Because STEM subjects are increasingly difficult to teach, we set out to design a localized platform of year-long teaching 'blueprints' comprising units that cover a range of Earth science topics, researched and compiled by education professionals. The Diversity and Innovation for Geosciences (DIG) Texas Instructional Blueprint project has united teachers from diverse science backgrounds who act as Education Interns and work alongside geoscientists and curriculum experts at the University of Texas Jackson School of Geosciences, Texas A&M University and the University of Texas El Paso. Our DIG collective has employed a cross-disciplinary approach to vetting resources while compiling them in useful, logical sequences for classroom instruction. The DIG team has aligned each blueprint with the Texas Essential Skills and Knowledge (TEKS) standards for Earth and Space Science, the Earth Science Literacy Principles, and the Next Generation Science Standards. Emphasis for the summer 2015 project group was placed upon (1) alignment of the units with these three sets of science standards to allow for use within disparate classroom settings, (2) creating teacher aides including scaffolding notes for practical unit application, and potential real and virtual field trips for unit illustration, and (3) final vetting ensuring units follow a narrative that carries learners from basic principles to a full concept understanding. Here, we present our progress and the essential workflow that has contributed to significant advancement in our goal of providing a unified STEM teaching resource.
Enhancing nutrition education through faculty development: from workshops to Web sites.

PubMed

Armstrong, E G; Koffman, R G

2000-09-01

Faculty resistance to changing medical school curricula is a major barrier to overcome in the effort to expand nutrition education. With clinical clerkships becoming more decentralized and basic science courses utilizing more small group teaching, the problem of reform is compounded by the increasing numbers of a more dispersed teaching faculty. A faculty development program was designed to complement a thematic approach to the inclusion of nutrition in a 4-y curriculum. The program offers workshops to help faculty learn how to teach in new settings while acquiring new knowledge about nutrition. Additionally, a themes Web site offers a window that faculty may use to review current nutrition content, to plan their teaching agendas, and to continually reassess where nutrition fits in the curriculum.
Integration of ICT Methods for Teaching Science and Astronomy to Students and Teachers

NASA Astrophysics Data System (ADS)

Ghosh, Sumit; Chary, Naveen; Raghavender, G.; Aslam, Syed

All children start out as scientist, full of curiosity and questions about the world, but schools eventually destroy their curiosity. In an effective teaching and learning process, the most challenging task is to motivate the students. As the science subjects are more abstract and complex, the job of teachers become even more daunting. We have devised an innovative idea of integrating ICT methods for teaching space science to students and teachers. In a third world country like India, practical demonstrations are given less importance and much emphasis is on theoretical aspects. Even the teachers are not trained or aware of the basic concepts. With the intention of providing the students and as well as the teachers more practical, real-time situations, we have incorporated innovative techniques like video presentation, animations, experimental models, do-yourself-kits etc. In addition to these we provide hands on experience on some scientific instruments like telescope, Laser. ICT has the potential to teach complex science topics to students and teachers in a safe environment and cost effective manner. The students are provided with a sense of adventure, wherein now they can manipulate parameters, contexts and environment and can try different scenarios and in the process they not only learn science but also the content and also the reasoning behind the content. The response we have obtained is very encouraging and students as well as teachers have acknowledged that they have learnt new things, which up to now they were ignorant of.
Construction of a model demonstrating neural pathways and reflex arcs.

PubMed

Chan, V; Pisegna, J M; Rosian, R L; DiCarlo, S E

1996-12-01

Employment opportunities in the future will require higher skills and an understanding of mathematics and science. As a result of the growing number of careers that require solid science and mathematics training, the methods of science education are undergoing major reform. To adequately equip students for technologically advanced positions, new teaching methods must be developed that prepare tomorrow's workforce for the challenges of the 21st century. One such method is the use of models. By actively building and manipulating concrete models that represent scientific concepts, students are involved in the most basic level of Piaget's learning scheme: the sensorimotor stage. Models are useful in reaching all students at the foundational levels of learning, and further learning experiences are rapidly moved through higher learning levels. This success ensures greater comprehension and understanding compared with the traditional methods of rote memorization. We developed an exercise for the construction of an inexpensive, easy-to-build model demonstrating neural pathways and reflex arcs. Our exercise also includes many supplemental teaching tools. The exercise is designed to fulfill the need of sound physiological teaching materials for high school students.
Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.
Being a Scientist While Teaching Science: Implementing Undergraduate Research Opportunities for Elementary Educators

NASA Astrophysics Data System (ADS)

Hock, Emily; Sharp, Zoe

2016-03-01

Aspiring teachers and current teachers can gain insight about the scientific community through hands-on experience. As America's standards for elementary school and middle school become more advanced, future and current teachers must gain hands-on experience in the scientific community. For a teacher to be fully capable of teaching all subjects, they must be comfortable in the content areas, equipped to answer questions, and able to pass on their knowledge. Hands-on research experiences, like the Summer Astronomy Research Experience at California Polytechnic University, pair liberal studies students with a cooperative group of science students and instructors with the goal of doing research that benefits the scientific community and deepens the team members' perception of the scientific community. Teachers are then able to apply the basic research process in their classrooms, inspire students to do real life science, and understand the processes scientists' undergo in their workplace.

Life-science research within US academic medical centers.

PubMed

Zinner, Darren E; Campbell, Eric G

2009-09-02

Besides the generic "basic" vs "applied" labels, little information is known about the types of life-science research conducted within academic medical centers (AMCs). To determine the relative proportion, characteristics, funding, and productivity of AMC faculty by the type of research they conduct. Mailed survey conducted in 2007 of 3080 life-science faculty at the 50 universities with medical schools that received the most funding from the National Institutes of Health in 2004. Response rate was 74%. Research faculty affiliated with a medical school or teaching hospital, representing 77% of respondents (n = 1663). Type of research (basic, translational, clinical trials, health services research/clinical epidemiology, multimode, other), total funding, industry funding, publications, professional activities, patenting behavior, and industry relationships. Among AMC research faculty, 33.6% exclusively conducted basic science research as principal investigators compared with translational researchers (9.1%), clinical trial investigators (7.1%), and health services researchers/clinical epidemiologists (9.0%). While principal investigators garnered a mean of $410,755 in total annual research funding, 22.1% of all AMC research faculty were unsponsored, a proportion that ranged from 11.5% for basic science researchers to 46.8% for health services researchers (P < .001). The average AMC faculty member received $33,417 in industry-sponsored funding, with most of this money concentrated among clinical trial ($110,869) and multimode ($59,916) principal investigators. Translational (61.3%), clinical trial (67.3%), and multimode (70.9%) researchers were significantly more likely than basic science researchers (41.9%) to report a relationship with industry and that these relationships contributed to their most important scientific work (P < .05 for all comparisons). The research function of AMCs is active and diverse, incorporating a substantial proportion of faculty who are conducting research and publishing without sponsorship.
I'll Tell You What You Think: An Exercise in Pseudoscience Debunking in an Introductory Astronomy Course

NASA Astrophysics Data System (ADS)

Caton, Dan

2013-11-01

At Appalachian State University students have to take just two semesters of a physical or biological science to satisfy the general education requirements. Most non-science major students have little time in their crowded schedules to take additional science courses, whether they want to or not, and in fact face a surcharge when taking more courses than needed to graduate. Given this environment, it is essential that we cover more than just the basics of one particular discipline, like astronomy in my case. We should teach something about the overall philosophy of science, the scientific method, and the importance of science in our lives.
Scientists Interacting With University Science Educators

NASA Astrophysics Data System (ADS)

Spector, B. S.

2004-12-01

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

PubMed

Lazarus, Michelle D; Kauffman, Gordon L; Kothari, Milind J; Mosher, Timothy J; Silvis, Matthew L; Wawrzyniak, John R; Anderson, Daniel T; Black, Kevin P

2014-01-01

Current undergraduate medical school curricular trends focus on both vertical integration of clinical knowledge into the traditionally basic science-dedicated curricula and increasing basic science education in the clinical years. This latter type of integration is more difficult and less reported on than the former. Here, we present an outline of a course wherein the primary learning and teaching objective is to integrate basic science anatomy knowledge with clinical education. The course was developed through collaboration by a multi-specialist course development team (composed of both basic scientists and physicians) and was founded in current adult learning theories. The course was designed to be widely applicable to multiple future specialties, using current published reports regarding the topics and clinical care areas relying heavily on anatomical knowledge regardless of specialist focus. To this end, the course focuses on the role of anatomy in the diagnosis and treatment of frequently encountered musculoskeletal conditions. Our iterative implementation and action research approach to this course development has yielded a curricular template for anatomy integration into clinical years. Key components for successful implementation of these types of courses, including content topic sequence, the faculty development team, learning approaches, and hidden curricula, were developed. We also report preliminary feedback from course stakeholders and lessons learned through the process. The purpose of this report is to enhance the current literature regarding basic science integration in the clinical years of medical school. © 2014 American Association of Anatomists.
Using the First-Year English Class to Develop Scientific Thinking Skills

NASA Astrophysics Data System (ADS)

McNamara, B. J.; Burnham, C.; Green, S.; Ball, E.; Schryer, A.

2002-12-01

This poster presents the preliminary results from an experimental approach to teaching first-year writing using the scientific method as an organizing theme. The approach presumes a close connection between the classical scientific method: observing, hypothesis forming, hypothesis testing, and generalizing from the results of the testing, and the writing process: inventing and prewriting, drafting, and revising. The project has four goals: 1. To introduce students to the relations between scientific method, academic inquiry, and the writing process; 2. To help students see that academic inquiry, the work of generating, testing, and validating knowledge and then applying that knowledge in real contexts, is actually a hybrid form of the scientific method; 3. To encourage students to connect the work they are doing in the writing classroom with the work they are doing in other classes so they can transfer the skills learned in one context to the other; and 4. To cause students who have previously been alienated by science and science teaching to reconsider their attitudes, and to see the powerful influence of science and scientific thinking in our world. In short, we are teaching science literacy in a humanities classroom. The materials we use include science-based reading and the kinds of writing typically required in science classes. The poster presents the basic premises of the project, samples of class materials, and preliminary results of a controlled pre- and post-test of student attitudes toward science and writing, analyzed especially according to gender and minority status. We also present insights by participating instructors including a female graduate teaching assistant who had been trained as a scientist and a male who had not.
Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

NASA Astrophysics Data System (ADS)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.
Quality knowledge of science through virtual laboratory as an element of visualization

NASA Astrophysics Data System (ADS)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic experiment, carried out over a period of two school years (2012/2013 and 2013/2014) in ten primary schools, the effectiveness of teaching carried out with the support of a virtual laboratory was analyzed. The obtained empirical findings reveal that the use of virtual laboratory has great impact on the pupils' knowledge and interest. At the end of the experiment, pupils in the experimental group had an advantage according to knowledge of chemical contents in science. Also, the use of virtual laboratory had an impact on the sustainability of the acquired knowledge of science contents and pupils' interest at the end of the experiment, because the pupils in the experimental group had a higher interest for learning science contents. The didactic experiment determined, that the use of virtual laboratory enables quality learning and teaching chemical contents of science, because it allows: (1) experimental work as an active learning method, (2) the visualization of abstract concepts and phenomena, (3) dynamic sub micro presentations (4) integration of all three levels of the chemical concept as a whole and (5) positively impacts pupils' interest, knowledge and sustainability of the acquired knowledge.
Teaching Practical Watershed Science to non-Watershed Science Majors

NASA Astrophysics Data System (ADS)

Fassnacht, S. R.; Laituri, M.; Layden, P.; Coleman, R.

2008-12-01

The Warner College of Natural Resources (WCNR) at Colorado State University (CSU) has had a long tradition of integrating field measurements into the classroom, dating back to the first forestry summer camp held in 1917 at the CSU Pingree Park mountain campus. In the early 1960s, the Cooperative Watershed Management Unit coordinated efforts to understand and analyse the basic resources of the area, with an emphasis on the geology, hydrology, and climate. Much of this understand is now used as the Abiotic (Geology and Watershed) component of a five-credit, four-week course offered twice each summer at Pingree Park. With the exception of Geology students who have their own field course, this Natural Resources Ecology and Measurements course (NR 220) is required for all WCNR undergraduate students. These majors include Watershed Science, Forestry, Rangeland Ecology, Fisheries, Wildlife Biology, Conservation Biology, and Recreation and Tourism. Since most of these are students are much better trained in biological and/or social sciences rather than physical sciences, a challenge for the Watershed professor is to teaching practical Watershed Science to non-Watershed Science majors. This presentation describes how this challenge is met and how this course helps broaden the knowledge base of Natural Resources students.
Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

NASA Astrophysics Data System (ADS)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.
Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

PubMed Central

2013-01-01

Background Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course. PMID:24099045
Donald J. Cram, Host-Guest Chemistry, Cram's Rule of Asymmetric Induction

Science.gov Websites

across organic chemistry, with applications in both basic research as well as specific fields, such as for life and science have forever changed "teaching in organic chemistry, and altered the shape organic chemistry; his research affects the many ways organic chemistry now appears in our daily lives
Energy from the Atom. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 9-12 social studies and/or physical science classes, this 4-8 day unit focuses on four topics: (1) the background and history of atomic development; (2) two common types of nuclear reactors (boiling water and pressurized water reactors); (3) disposal of radioactive waste; and (4) the future of nuclear energy. Each topic…
Designing Open and Individualized Instruction at the Elementary Level: A Guide for the Individual Teacher.

ERIC Educational Resources Information Center

Feldhusen, John; And Others

A description of open and individualized elementary school instruction is provided. The goals of such instruction are to: 1) teach basic skills in language arts, math, science, and social studies; 2) develop higher cognitive abilities, such as problem solving; and 3) develop the child's social competence and self-concept. Open, individualized…
An Interactive Computer Lab of the Galvanic Cell for Students in Biochemistry

ERIC Educational Resources Information Center

Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

2018-01-01

We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as ?rG, ?rH, and ?rS that are calculated but not directly…
Learning Surgically Oriented Anatomy in a Student-Run Extracurricular Club: An Education through Recreation Initiative

ERIC Educational Resources Information Center

Ullah, Shahnoor M.; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C.

2012-01-01

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative…
Medical Student Service Learning Program Teaches Secondary Students about Career Opportunities in Health and Medical Fields

ERIC Educational Resources Information Center

Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A.; Vechery, Colin; Sipple, Lanette; Wang, Adrian

2015-01-01

Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary…
Basic Processes and Instructional Practices in Teaching Reading. Reading Education Report No. 7.

ERIC Educational Resources Information Center

Pearson, P. David; Kamil, Michael L.

Informal reading models, although more like metaphors than truly scientific models, may be just as useful in making instructional decisions as formal models are in physical science. Models are a vital part of the instructional process even when teachers are not consciously aware of their presence. Three classes of reading models are bottom-up…
Teaching Cell Biology to Nonscience Majors through Forensics, or How to Design a Killer Course

ERIC Educational Resources Information Center

Arwood, Laura

2004-01-01

Nonscience majors often do not respond to traditional lecture-only biology courses. However, these students still need exposure to basic biological concepts. To accomplish this goal, forensic science was paired with compatible cell biology subjects. Several topics such as human development and molecular biology were found to fulfill this purpose.…
Demonstration Experiments for Solid-State Physics Using a Table-Top Mechanical Stirling Refrigerator

ERIC Educational Resources Information Center

Osorio, M. R.; Morales, A. Palacio; Rodrigo, J. G.; Suderow, H.; Vieira, S.

2012-01-01

Liquid-free cryogenic devices are acquiring importance in basic science and engineering. But they can also lead to improvements in teaching low temperature and solid-state physics to graduate students and specialists. Most of the devices are relatively expensive, but small-sized equipment is slowly becoming available. Here, we have designed…
The Precision-Power-Gradient Theory for Teaching Basic Research Statistical Tools to Graduate Students.

ERIC Educational Resources Information Center

Cassel, Russell N.

This paper relates educational and psychological statistics to certain "Research Statistical Tools" (RSTs) necessary to accomplish and understand general research in the behavioral sciences. Emphasis is placed on acquiring an effective understanding of the RSTs and to this end they are are ordered to a continuum scale in terms of individual…

Algorithm Animations for Teaching and Learning the Main Ideas of Basic Sortings

ERIC Educational Resources Information Center

Végh, Ladislav; Stoffová, Veronika

2017-01-01

Algorithms are hard to understand for novice computer science students because they dynamically modify values of elements of abstract data structures. Animations can help to understand algorithms, since they connect abstract concepts to real life objects and situations. In the past 30-35 years, there have been conducted many experiments in the…
Stop Faking It! Finally Understanding Science So You Can Teach It. Force and Motion.

ERIC Educational Resources Information Center

Robertson, William C.

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

ERIC Educational Resources Information Center

Brand, Lance; Warren, Ande; Fitzgerald, Mike

2006-01-01

Having students design and construct solar cookers is a great way to teach them about designing to meet human needs and about many basic global issues related to health and the environment. Because the activity includes solid content from the fields of math, science and technology, it is an excellent vehicle for technology educators who want to…
Why You're You, Teacher's Edition. Probing the Natural World/3.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Dept. of Science Education.

The teacher's edition for the Intermediate Science Curriculum Study Level III unit entitled "Why You're You" provides specific suggestions for teaching the seven chapters included in the unit. The unit deals primarily with the concepts of genetics and a brief discussion is included in the beginning about some of the basic ideas in this…
Cultivating Effective Pedagogical Skills in In-Service Teachers: The Role of Some Teacher Variables

ERIC Educational Resources Information Center

Amusan, Mosunmola A.

2016-01-01

Researchers have opined that pedagogical skill of the teacher is a powerful force. This study investigated variables that are required to cultivate effective pedagogical skills for teaching basic science and technology (BST) in Ogun State Primary Schools in Nigeria. A survey research design was adopted. A total of 148 teachers across the state…
Microscopy Images as Interactive Tools in Cell Modeling and Cell Biology Education

ERIC Educational Resources Information Center

Araujo-Jorge, Tania C.; Cardona, Tania S.; Mendes, Claudia L. S.; Henriques-Pons, Andrea; Meirelles, Rosane M. S.; Coutinho, Claudia M. L. M.; Aguiar, Luiz Edmundo V.; Meirelles, Maria de Nazareth L.; de Castro, Solange L.; Barbosa, Helene S.; Luz, Mauricio R. M. P.

2004-01-01

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of…
The Young Astrophysicist: A Very Inexpensive Activity to Discuss Spectroscopy

ERIC Educational Resources Information Center

Brockington, Guilherme; Testoni, Leonardo André; Pietrocola, Maurício

2015-01-01

The continuing fascination of young people with celestial bodies leads them to pose challenging questions to their science teachers, such as how was the universe born? How were the stars formed? In this paper we present an extremely inexpensive but highly engaging activity to teach the basics of spectroscopy. Guided by the question "how do…
Teachers' self-assessed levels of preparation

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-02-01

Every four years we survey a nationally representative sample of high school physics teachers. We define anyone who teaches at least one physics class to be a "physics teacher." About 40% of these teachers teach a majority of their classes in subjects other than physics. We also ask teachers to rate how well prepared they felt in various aspects of teaching. The response choices are "not adequately prepared," "adequately prepared," and "very well prepared." The accompanying figure shows the proportion of teachers who reported feeling adequately or very well prepared in the following aspects of teaching: • Basic physics knowledge, • Other science knowledge, • Application of physics to everyday experience, • Use of demonstrations, • Instructional laboratory design, • Use of computers in physics instruction and labs, and • Recent developments in physics.
[Acquiring Science English: A Plan and System Are Needed].

PubMed

Foong, Foo Wah

2018-01-01

　Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.
An alternative path to improving university Earth science teaching and developing the geoscience workforce: Postdoctoral research faculty involvement in clinical teacher preparation

NASA Astrophysics Data System (ADS)

Zirakparvar, N. A.; Sessa, J.; Ustunisik, G. K.; Nadeau, P. A.; Flores, K. E.; Ebel, D. S.

2013-12-01

It is estimated that by the year 2020 relative to 2009, there will be 28% more Earth Science jobs paying ≥ $75,000/year1 in the U.S.A. These jobs will require advanced degrees, but compared to all arts and science advanced degrees, the number of physical science M.S. and Ph.D. awarded per year decreased from 2.5% in 1980 to 1.5% in 20092. This decline is reflected on a smaller scale and at a younger age: in the New York City school system only 36% of all 8th graders have basic proficiency in science 3. These figures indicate that the lack achievement in science starts at a young age and then extends into higher education. Research has shown that students in grades 7 - 12 4,5 and in university level courses 6 both respond positively to high quality science teaching. However, much attention is focused on improving science teaching in grades 7- 12, whereas at many universities lower level science courses are taught by junior research and contingent faculty who typically lack formal training, and sometimes interest, in effective teaching. The danger here is that students might enter university intending to pursue geoscience degrees, but then encounter ineffective instructors, causing them to lose interest in geoscience and thus pursue other disciplines. The crux of the matter becomes how to improve the quality of university-level geoscience teaching, without losing sight of the major benchmark of success for research faculty - scholarly publications reporting innovative research results. In most cases, it would not be feasible to sidetrack the research goals of early career scientists by placing them into a formal teacher preparation program. But what happens when postdoctoral research scientists take an active role in clinical teacher preparation as part of their research appointments? The American Museum of Natural History's Masters of Arts in Teaching (AMNH-MAT) urban residency pilot program utilizes a unique approach to grade 7 - 12 Earth Science teacher preparation in that postdoctoral research scientists are directly involved in the clinical preparation of the teacher candidates7. In this program, professional educators and senior scientists guide and work closely with the postdoctoral scientists in developing lessons and field experiences for the teacher candidates. This exposes the postdoctoral scientists to pedagogical techniques. Furthermore, postdoctoral scientists make regular visits to partner schools and share their research interests with high school science students8. Regular assessments about the quality of the postdoctoral scientist's teaching, in the form of course evaluations and informal discussions with the teacher candidates and professional educators, further augments the postdoctoral scientists teaching skills. These experiences can ultimately improve university level science teaching, should the postdoctoral scientists find positions within a university setting. Here, five postdoctoral researchers present self-studies of changing instructional practice born of their involvement in clinical teacher preparation in the AMNH-MAT program.
The Translational Science Training Program at NIH: Introducing Early Career Researchers to the Science and Operation of Translation of Basic Research to Medical Interventions

PubMed Central

Gilliland, C. Taylor; Sittampalam, G. Sitta; Wang, Philip Y.; Ryan, Philip E.

2016-01-01

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP)1. The TSTP is an intensive 2–3 day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. PMID:27231204
[Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

PubMed

Onda, Mitsuko; Takagaki, Nobumasa

2018-01-01

　Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.
A Geograns update. New experiences to teach earth sciences to students older than 55

NASA Astrophysics Data System (ADS)

Cerdà, A.; Pinazo, S.

2009-04-01

How to teach earth science to students that have access to the university after the age of 55 is a challenge due to the different background of the students. They ranged from those with only basic education (sometimes they finished school at the age of 9) to well educate students such as university professors, physicians or engineers. Students older than 55 are enrolled in what is called the university programme NauGran project at the University of Valencia. They follow diverse topics, from health science to Arts. Since 2006 the Department of Geography and the NauGran project developed the Club for Geographers and Walkers called Geograns. The objective is to teach Earth Science in the field as a strategy to improve the knowledge of the students with a direct contact with the territory. This initiative reached a successful contribution by the students, with 70 students registered. The successful strategy we have developed since then is to base our teaching on field work. Every lecture is related to some visits to the field. A pre-excursion lecture introduces the key questions of the study site (hydrology, geology, botany, geomorphology…). During the field work we review all the topics and the students are encouraged to ask and discuss any of the topics studied. Finally, a post-excursion lecture is given to review the acquired knowledge. During the last academic year 2007-2008 the excursion focussed on: (i) energy sources: problems and solutions, with visit to nuclear, wind and hydraulic power stations; (i) human disturbances and humankind as landscaper, with visits to wetlands, river gorges and Iberian settlements; and (iii) human activities and economical resources, with visits to vineyards and wineries and orange fields devoted to organic farming. This is being a positive strategy to teach Earth Science to a wide and heterogeneous group of students, as they improve their knowledge with a direct contact with the landscape, other colleagues and teachers in the field. Key Words: Teaching, Earth Science, Field work, Earth Science, Environment.
Mapping of the Academic Production at Science and Mathematics Education Postgraduate about the Theory of Social Representations

NASA Astrophysics Data System (ADS)

Barbosa, José Isnaldo de Lima; Curi, Edda; Voelzke, Marcos Rincon

2016-12-01

The theory of social representations, appeared in 1961, arrived in Brazil in 1982, and since then has advanced significantly, been used in various areas of knowledge, assumed a significant role also in education. Thus, the aim of this article is to make a mapping of theses and dissertations in post-graduation programs, whose basic area is the Teaching of Science and Mathematics, and used as the theoretical foundation the theory of social representations, highlighted the social groups that are subject of this research. This is a documentary research, and lifting to the "state of knowledge" of two theses and 36 dissertations, defended in ten of the 37 existing programs in the basic area of Science and Mathematics Teaching, with the delimitation of academic masters and doctorates. The data collection was executed on December 2014 and was placed in the virtual libraries of these masters and doctoral programs, these elements were analysed according to some categories established after reading the summaries of the work, and the results showed that the theory of social representations has been used as a theoretical framework in various research groups, established in postgraduate programs in this area, for almost the entire Brazil. As for the subjects involved in this research, three groups were detected, which are: Middle school and high school students, teachers who are in full swing, spread from the early years to higher education, and undergraduates in Science and Mathematics.
Science and Cooking: Motivating the Study of Freshman Physics

NASA Astrophysics Data System (ADS)

Weitz, David

2011-03-01

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

NASA Astrophysics Data System (ADS)

2005-07-01

WE RECOMMEND When Physics Became King This book delves into the history of science since the 18th century. The History of the Laser An interesting read that will teach you far more than its title suggests. History of Physics Selected Reprints A fascinating collection of physics papers spanning four decades. Datalogging set-ups Five great products from Leybold Didactic’s CASSY range. Videocom Measure motion and convert it to graphs with this great device. Basic Raybox This simple piece of equipment offers great performance. WORTH A LOOK Virtual Physics Lab John Nunn’s software demystifies science using clear illustrations. HANDLE WITH CARE Microchem Electricity Kit This box of equipment for introducing electricity lacks quality. Raymond the Raybox A disappointing raybox. The basic version reviewed on p389 is better. WEB WATCH A rough guide to e-learning.
The Galileoscope project: community-based technology education in Arizona

NASA Astrophysics Data System (ADS)

Pompea, Stephen M.; Fine, Leonard W.; Sparks, Robert T.; Walker, Constance E.; Dugan, Charles L.; Dokter, Erin F. C.

2014-07-01

A program model has been developed and implemented over the last three years to provide a robust optical technologybased science education program to students aged 9-11 years (5th grade), a formative time in the development of a student's interest in science and engineering. We have created well-tested and evaluated teaching kits for the classroom to teach about the basics of image formation and telescopes. In addition we provide professional development to the teachers of these students on principles of optics and on using the teaching kits. The program model is to reach every teacher and every student in a number of mid-sized rural communities across the state of Arizona. The Galileoscope telescope kit is a key part of this program to explore optics and the nature of science. The program grew out of Module 3 of the NSF-Supported Hands-On Optics project (SPIE, OSA, and NOAO) and from the Science Foundation Arizona-supported Hands-On Optics Arizona program. NOAO has conducted this program in Flagstaff, Yuma, Globe, and Safford, Arizona and is being expanded to sites across the entire state of Arizona (295,254 square kilometers). We describe the educational goals, evaluations, and logistical issues connected to the program. In particular, we proposed that this model can be adapted for any rural or urban locations in order to encourage interest in science, astronomy and optics.-
[Construction and Application of Innovative Education Technology Strategies in Nursing].

PubMed

Chao, Li-Fen; Huang, Hsiang-Ping; Ni, Lee-Fen; Tsai, Chia-Lan; Huang, Tsuey-Yuan

2017-12-01

The evolution of information and communication technologies has deeply impacted education reform, promoted the development of digital-learning models, and stimulated the development of diverse nursing education strategies in order to better fulfill needs and expand in new directions. The present paper introduces the intelligent-learning resources that are available for basic medical science education, problem-based learning, nursing scenario-based learning, objective structured clinical examinations, and other similar activities in the Department of Nursing at Chang Gung University of Science and Technology. The program is offered in two parts: specialized classroom facilities and cloud computing / mobile-learning. The latter includes high-fidelity simulation classrooms, online e-books, and virtual interactive simulation and augmented reality mobile-learning materials, which are provided through multimedia technology development, learning management systems, web-certificated examinations, and automated teaching and learning feedback mechanisms. It is expected that the teaching experiences that are shared in this article may be used as a reference for applying professional wisdom teaching models into nursing education.
Science Illiteracy: Breaking the Cycle

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.
Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help?

PubMed

Miller, C J; Aiken, S A; Metz, M J

2015-02-01

There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.

Teaching nuclear science: A cosmological approach

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

Viola, V.E.

1994-10-01

Theories of the origin of the chemical elements can be used effectively to provide a unifying theme in teaching nuclear phenomena to chemistry students. By tracing the element-producing steps that are thought to characterize the chemical evolution of the universe, one can introduce the basic principles of nuclear nomenclature, structure, reactions, energetics, and decay kinetics in a self-consistent context. This approach has the additional advantage of giving the student a feeling for the origin of the elements and their relative abundances in the solar system. Further, one can logically introduce all of the basic forces and particles of nature, asmore » well as the many analogies between nuclear and atomic systems. The subjects of heavy-element synthesis, dating, and the practical applications of nuclear phenomena fit naturally in this scheme. Within the nucleosynthesis framework it is possible to modify the presentation of nuclear behavior to suit the audience--ranging from an emphasis on description for the beginning student to a quantitative theoretical approach for graduate students. The subject matter is flexible in that the basic principles can be condensed into a few lecture as part of a more general course of expanded into an entire course. The following sections describe this approach, with primary emphasis on teaching at the elementary level.« less
Meteorites for K-12 Classrooms: NASA Meteorite Educational Materials

NASA Astrophysics Data System (ADS)

Lindstrom, M.; Allen, J.

1995-09-01

The fall of a new meteorite is an event that catches the interest of the public in matters of science. The threat of a huge impact like last year's comet Shoemaker-Levy 9 gives us all reason to evaluate such potential risks. NASA's meteorite educational materials use our natural interest in rocks from space to present classroom activities on planetary science. The meteorite educational package includes a meteorite sample disk, a teachers's guide and a slide set. The sample disk is a lucite disk containing chips of six different kinds of meteorites (3 chondrites, achondrite, iron, stony-iron). EXPLORING METEORITE MYSTERIES is a teacher's guide with background information and 19 hands-on or heads-on activities for grades 4-12. It was prepared in a partnership of planetary scientists and teachers. The slide set consists of 48 slides with captions to be used with the activities. The materials will be available in Fall 1995. Teachers may obtain a loan of the whole package from NASA Teacher Resource Centers; researchers may borrow them from the JSC meteorite curator. The booklet is available separately from the same sources, and the slide set will be available from NASA CORE. EXPLORING METEORITE MYSTERIES is an interdisciplinary planetary science unit which teaches basic science concepts and techniques together with math, reading, writing and social studies The activities are done in a variety of different teaching styles which emphasize observation, experimentation and critical thinking. The activities are ideal for middle schools where teaming makes interdisciplinary units desireable, but most of the activities can be easily modified for grade levels from upper elementary through high school. Meteorites are a natural subject for interdisciplinary teaching because their study involves all fields of science and offers fascinating historical accounts and possibilities for creative expression. Topics covered in EXPLORING METEORITE MYSTERES are centered around basic questions: Where did they come from? What are they? How did they form? How do they affect people? The unit begins with the story of two boys who observed the fall of the Noblesville meteorite in 1991 and concludes with activities on using space resources, careers, and tabloid science. The NASA meteorite educational materials provide teachers with information, activities and slides to use meteorites to teach the interdisciplinary science of the solar system. It also provides planetary scientists with activities to take to local schools and ideas for sharing their knowledge with their communities.
Field Work in Ecology for Secondary Schools in Tropical Countries. Science and Technology Education Document Series No. 30.

ERIC Educational Resources Information Center

Kelly, P. J., Ed.

One of the important aims of good biology teaching should be to encourage some basic understanding and appreciation of ecology. This understanding should include not only the scientific basis of ecology, but also its application for human welfare and, in particular, for rational exploitation and management of the natural environment and resources.…
Puzzling through General Chemistry: A Light-Hearted Approach to Engaging Students with Chemistry Content

ERIC Educational Resources Information Center

Boyd, Susan L.

2007-01-01

Several puzzles are designed to be used by chemistry students as learning tools and teach them basic chemical concepts. The topics of the puzzles are based on the chapters from Chemistry, The Central Science used in general chemistry course and the puzzles are in various forms like crosswords, word searches, number searches, puzzles based on…
Using Example Generation to Explore Students' Understanding of the Concepts of Linear Dependence/Independence in Linear Algebra

ERIC Educational Resources Information Center

Aydin, Sinan

2014-01-01

Linear algebra is a basic mathematical subject taught in mathematics and science depar-tments of universities. The teaching and learning of this course has always been difficult. This study aims to contribute to the research in linear algebra education, focusing on linear dependence and independence concepts. This was done by introducing…
A Study on Identifying the Misconceptions of Pre-Service and In-Service Teachers about Basic Astronomy Concepts

ERIC Educational Resources Information Center

Kanli, Uygar

2014-01-01

Nowadays, the importance given to astronomy teaching in science and physics education has been gradually increasing. At the same time, teachers play an important role in remediating the misconceptions about astronomy concepts held by students. The present study aims to determine the misconceptions of pre-service physics teachers (n = 117),…
Critical Thinking Handbook: K-3rd Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science.

ERIC Educational Resources Information Center

Paul, Richard; And Others

This handbook, designed to help teachers of kindergarten through third grade remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the…
GrowLab. A Complete Guide to Gardening in the Classroom.

ERIC Educational Resources Information Center

Pranis, Eve; Hale, Jack

Having a garden in the classroom offers students a chance to explore plant life cycles, and provides a hands-on context for teaching a wide variety of basic subject area skills in science, mathematics, social studies, language arts, health, and fine arts. This teacher guide is designed to help teachers in grades K-8 establish and maintain a garden…
The Multimedia-Based Learning System Improved Cognitive Skills and Motivation of Disabled Children with a Very High Rate

ERIC Educational Resources Information Center

Saad, Sawsan; Dandashi, Amal; Aljaam, Jihad M.; Saleh, Moataz

2015-01-01

A multimedia-based learning system to teach children with intellectual disabilities (ID) the basic living and science concepts is proposed. The tutorials' development is pedagogically based on Mayer's Cognitive Theory of Multimedia Learning combined with Skinner's Operant Conditioning Model. Two types of tutorials are proposed. In the first type;…
An Activity-Based Study on Providing Basic Knowledge and Skills of Measurement in Teaching

ERIC Educational Resources Information Center

Maral, Sahide; Oguz-Unver, Ayse; Yurumezoglu, Kemal

2012-01-01

Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement…
Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

ERIC Educational Resources Information Center

Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling

2017-01-01

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards.…
STEM education and Fermi problems

NASA Astrophysics Data System (ADS)

Holubova, Renata

2017-01-01

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

NASA Astrophysics Data System (ADS)

Demirci, Neset

2016-07-01

Because there is little connection between physics concepts and real life, most students find physics very difficult. In this frontline I have provided a timely link of the historical development using the basic story of neutrino physics and integrated this into introductory modern physics courses in high schools or in higher education. In this way an instructor may be able to build on students’ curiosity in order to enhance the curriculum with some remarkable new physics. Using the history of science in the classroom shapes and improves students’ views and knowledge of the nature of science and increase students’ interest in physics.
Relations between Policy for Medical Teaching and Basic Need Satisfaction in Teaching

ERIC Educational Resources Information Center

Engbers, Rik; Fluit, Cornelia R. M. G.; Bolhuis, Sanneke; Sluiter, Roderick; Stuyt, Paul M. J.; Laan, Roland F. J. M.

2015-01-01

Policy initiatives that aim to elevate the position of medical teaching to that of medical research could influence the satisfaction of three basic psychological needs related to motivation for medical teaching. To explore relations between the satisfaction of three basic psychological needs towards medical teaching and two policy initiatives for…
A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

PubMed Central

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the “normal” teaching, fosters intrinsic motivational behavior in science with lower secondary students. PMID:29312080
A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class.

PubMed

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended "research weeks" at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the "normal" teaching, fosters intrinsic motivational behavior in science with lower secondary students.
Microscopy Images as Interactive Tools in Cell Modeling and Cell Biology Education

PubMed Central

Araújo-Jorge, Tania C.; Cardona, Tania S.; Mendes, Cláudia L. S.; Henriques-Pons, Andrea; Meirelles, Rosane M. S.; Coutinho, Cláudia M. L. M.; Aguiar, Luiz Edmundo V.; Meirelles, Maria de Nazareth L.; de Castro, Solange L.; Barbosa, Helene S.; Luz, Mauricio R. M. P.

2004-01-01

The advent of genomics, proteomics, and microarray technology has brought much excitement to science, both in teaching and in learning. The public is eager to know about the processes of life. In the present context of the explosive growth of scientific information, a major challenge of modern cell biology is to popularize basic concepts of structures and functions of living cells, to introduce people to the scientific method, to stimulate inquiry, and to analyze and synthesize concepts and paradigms. In this essay we present our experience in mixing science and education in Brazil. For two decades we have developed activities for the science education of teachers and undergraduate students, using microscopy images generated by our work as cell biologists. We describe open-air outreach education activities, games, cell modeling, and other practical and innovative activities presented in public squares and favelas. Especially in developing countries, science education is important, since it may lead to an improvement in quality of life while advancing understanding of traditional scientific ideas. We show that teaching and research can be mutually beneficial rather than competing pursuits in advancing these goals. PMID:15257338
Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

PubMed

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.
Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

PubMed

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.
Astronomy: A Self-Teaching Guide, 6th Edition

NASA Astrophysics Data System (ADS)

Moché, Dinah L.

2004-02-01

"A lively, up-to-date account of the basic principles of astronomy and exciting current field of research."-Science Digest For a quarter of a century, Astronomy: A Self-Teaching Guide has been making students and amateur stargazers alike feel at home among the stars. From stars, planets and galaxies, to black holes, the Big Bang and life in space, this title has been making it easy for beginners to quickly grasp the basic concepts of astronomy for over 25 years. Updated with the latest discoveries in astronomy and astrophysics, this newest edition of Dinah Moché's classic guide now includes many Web site addresses for spectacular images and news. And like all previous editions, it is packed with valuable tables, charts, star and moon maps and features simple activities that reinforce readers' grasp of basic concepts at their own pace, as well as objectives, reviews, and self-tests to monitor their progress. Dinah L. Moché, PhD (Rye, NY), is an award-winning author, educator, and lecturer. Her books have sold over nine million copies in seven languages.

Learning technologies and the cyber-science classroom

NASA Astrophysics Data System (ADS)

Houlihan, Gerard

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

NASA Astrophysics Data System (ADS)

Lopez, Ramon E.

1997-03-01

This paper summarizes the conference presentations that specifically dealt with the role of the physics department in education of teachers, both before they begin teaching (pre-service) and during their careers (in-service). These presentations in general reflected a consensus that, as in the case of other students, instruction in pre-service and in-service courses should employ more active engagement techniques, both to improve student understanding and to model effective instruction, and that the appropriate use of technology can be a powerful aid to that end. Improvements made in standard introductory physics courses will impact most future secondary science teachers who, by and large, will have science degrees or take a significant amount of science courses. However, pre-service elementary teachers take few science courses and are often science phobic. This population represents the vast bulk of teachers who, if they have a good understanding of basic science, can engage children at the ages when they are most curious. Physics departments can play a valuable role in stimulating and sustaining reform of pre-college science teaching by being more involved in providing effective and appropriate instruction and models for inquiry to current and future elementary and secondary teachers.
On Gene Concepts and Teaching Genetics: Episodes from Classical Genetics

NASA Astrophysics Data System (ADS)

Burian, Richard M.

2013-02-01

This paper addresses the teaching of advanced high school courses or undergraduate courses for non-biology majors about genetics or history of genetics. It will probably be difficult to take the approach described here in a high school science course, although the general approach could help improve such courses. It would be ideal for a college course in history of genetics or a course designed to teach non-science majors how science works or the rudiments of the genetics in a way that will help them as citizens. The approach aims to teach the processes of discovery, correction, and validation by utilizing illustrative episodes from the history of genetics. The episodes are treated in way that should foster understanding of basic questions about genes, the sorts of techniques used to answer questions about the constitution and structure of genes, how they function, and what they determine, and some of the major biological disagreements that arose in dealing with these questions. The material covered here could be connected to social and political issues raised by genetics, but these connections are not surveyed here. As it is, to cover this much territory, the article is limited to four major episodes from Mendel's paper to the beginning of World War II. A sequel will deal with the molecularization of genetics and with molecular gene concepts through the Human Genome Project.
[RABIN MEDICAL CENTER - A TERTIARY CENTER OF EXCELLENCE IN SERVICE, TEACHING AND RESEARCH].

PubMed

Niv, Yaron; Halpern, Eyran

2017-04-01

Rabin Medical Center (RMC) belongs to Clalit Health Services and is a tertiary, academic medical center with all the facilities of modern and advanced medicine. Annually in the RMC, 650,000 patients are treated in the outpatient clinics, and 100,000 patients are hospitalized in the hospital departments. All these patients are treated by 4500 devoted staff members, including 1000 physicians and 2000 nurses. RMC is one of the largest, centrally located medical centers for medical and nursing students' education in Israel, taking place in clinical departments, as well as in basic sciences courses. We also have a nursing school attached to the hospital. Our vision supports excellence in research. We have a special Research Department that supports RMC researchers, with research coordinators, and all the relevant facilities to assist in clinical and basic science studies. We also promote collaboration efforts with many academic centers in Israel and abroad. The scope of RMC research is broad, including 700 new studies every year and 1500 active studies currently. This issue of Harefuah is dedicated to the clinical and basic science research conducted at RMC with original papers presenting research performed by our departments and laboratories.
Medical academia clinical experiences of Ward Round Teaching curriculum.

PubMed

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.
Earth System Science Education Interdisciplinary Partnerships

NASA Astrophysics Data System (ADS)

Ruzek, M.; Johnson, D. R.

2002-05-01

Earth system science in the classroom is the fertile crucible linking science with societal needs for local, national and global sustainability. The interdisciplinary dimension requires fruitful cooperation among departments, schools and colleges within universities and among the universities and the nation's laboratories and agencies. Teaching and learning requires content which brings together the basic and applied sciences with mathematics and technology in addressing societal challenges of the coming decades. Over the past decade remarkable advances have emerged in information technology, from high bandwidth Internet connectivity to raw computing and visualization power. These advances which have wrought revolutionary capabilities and resources are transforming teaching and learning in the classroom. With the launching of NASA's Earth Observing System (EOS) the amount and type of geophysical data to monitor the Earth and its climate are increasing dramatically. The challenge remains, however, for skilled scientists and educators to interpret this information based upon sound scientific perspectives and utilize it in the classroom. With an increasing emphasis on the application of data gathered, and the use of the new technologies for practical benefit in the lives of ordinary citizens, there comes the even more basic need for understanding the fundamental state, dynamics, and complex interdependencies of the Earth system in mapping valid and relevant paths to sustainability. Technology and data in combination with the need to understand Earth system processes and phenomena offer opportunities for new and productive partnerships between researchers and educators to advance the fundamental science of the Earth system and in turn through discovery excite students at all levels in the classroom. This presentation will discuss interdisciplinary partnership opportunities for educators and researchers at the undergraduate and graduate levels.
Enhancing the Impact of NASA Astrophysics Education and Public Outreach: Using Real NASA Data in the Classroom

NASA Astrophysics Data System (ADS)

Lawton, Brandon L.; Smith, D. A.; SMD Astrophysics E/PO Community, NASA

2013-01-01

The NASA Science Education and Public Outreach Forums support the NASA Science Mission Directorate (SMD) and its education and public outreach (E/PO) community in enhancing the coherence, efficiency, and effectiveness of SMD-funded E/PO programs. As a part of this effort, the Astrophysics Forum is coordinating a collaborative project among the NASA SMD astrophysics missions and E/PO programs to create a broader impact for the use of real NASA data in classrooms. Among NASA's major education goals is the training of students in the Science, Technology, Engineering, and Math (STEM) disciplines. The use of real data, from some of the most sophisticated observatories in the world, provide educators an authentic opportunity to teach students basic science process skills, inquiry, and real-world applications of the STEM subjects. The goal of this NASA SMD astrophysics community collaboration is to find a way to maximize the reach of existing real data products produced by E/PO professionals working with NASA E/PO grants and missions in ways that enhance the teaching of the STEM subjects. We present an initial result of our collaboration: defining levels of basic science process skills that lie at the heart of authentic scientific research and national education standards (AAAS Benchmarks) and examples of NASA data products that align with those levels. Our results are the beginning of a larger goal of utilizing the new NASA education resource catalog, NASA Wavelength, for the creation of progressions that tie NASA education resources together. We aim to create an informational sampler that illustrates how an educator can use the NASA Wavelength resource catalog to connect NASA real-data resources that meet the educational goals of their class.
Multimedia presentations on the human genome: Implementation and assessment of a teaching program for the introduction to genome science using a poster and animations.

PubMed

Kano, Kei; Yahata, Saiko; Muroi, Kaori; Kawakami, Masahiro; Tomoda, Mari; Miyaki, Koichi; Nakayama, Takeo; Kosugi, Shinji; Kato, Kazuto

2008-11-01

Genome science, including topics such as gene recombination, cloning, genetic tests, and gene therapy, is now an established part of our daily lives; thus we need to learn genome science to better equip ourselves for the present day. Learning from topics directly related to the human has been suggested to be more effective than learning from Mendel's peas not only because many students do not understand that plants are organisms, but also because human biology contains important social and health issues. Therefore, we have developed a teaching program for the introduction to genome science, whose subjects are focused on the human genome. This program comprises mixed multimedia presentations: a large poster with illustrations and text on the human genome (a human genome map for every home), and animations on the basics of genome science. We implemented and assessed this program at four high schools. Our results indicate that students felt that they learned about the human genome from the program and some increases in students' understanding were observed with longer exposure to the mixed multimedia presentations. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.
Teaching hearing science to undergraduate nonscientists

NASA Astrophysics Data System (ADS)

Weiler, Ernest M.; Boyce, Suzanne; Steger, Joseph

2003-04-01

For those students interested in potential clinical careers in Speech Pathology, or Audiology, a knowledge of some of the scientific bases is important, but should not create a distaste for science. The authors have addressed themselves to these goals: (1) calculation of period, Hz, summation of two sine waves, phase and dB; (2) anticipating undergraduate Speech Science; (3) simple examples of hearing pathology; and (4) basic psycho-acoustical issues. The classic material of Harry Helson was used to elucidate issues of context in experimental science, and that of S.S. Stevens was used to exemplify psycho-acoustical formulas of common use. Four texts that have been tried on approximately 200 students were evaluated. Surprisingly, the best provided the fewest formulas, short study questions with answers, good examples, and a list of common terms. The next best was aimed at slightly more advanced students, but each chapter contained introductory material, examples, and definitions suitable for naïve undergraduates. The least satisfactory text provided excerpts of technical material with abrupt transitions, no examples, and only part of the definitions needed for the naïve student. Perhaps the most difficult teaching issue is to avoid demanding graduate-level science from those undergraduates with clinical aspirations.
Assessment of preclinical problem-based learning versus lecture-based learning.

PubMed

Login, G R; Ransil, B J; Meyer, M; Truong, N T; Donoff, R B; McArdle, P J

1997-06-01

Academic performance on a standardized oral comprehensive exam (OCE) was compared for students taught basic science in a problem-based learning (PBL) curriculum and a lecture-based learning (LBL) curriculum. The OCE was administered to the graduating classes of 1991-1994 (n approximately 20/class) six months after completion of their basic science courses. The OCE contained six components including: Organization and Thoroughness, Diagnosis, Primary Treatment Plan, Alternate Treatment Plan, Science and Medical Knowledge, and Dental Knowledge. Six to eight examiners graded each of the students by using a standardized scoring system and by subjective comments. The class of 1991 was taught by LBL, classes of 1993 and 1994 by PBL, and the class of 1992 by an incomplete PBL teaching method. Mean OCE scores were not significantly different between classes; however, the Science and Medical Knowledge component score was significantly better for the class of 1994 than for 1991 (p < 0.05). There was a non-significant 40 percent increase (p = 0.07) in honors and a 269 percent (p < 0.001) increase in cumulative positive examiner comments between 1991 and 1994.
Integration of Cognitive Skills as a Cross-Cutting Theme Into the Undergraduate Medical Curriculum at Tehran University of Medical Sciences.

PubMed

Soltani, Akbar; Allaa, Maryam; Moosapour, Hamideh; Aletaha, Azadeh; Shahrtash, Farzaneh; Monajemi, Alireza; Arastoo, Tohid; Ahmadinejad, Maryam; Mirzazadeh, Azim; Khabaz Mafinejad, Mahboobeh

2017-01-01

Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS). A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences), problem-solving and reasoning (Pathophysiology), evidence-based medicine (Clerkship), and clinical decision-making (Internship) were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.
Teaching the Teachers: Physical Science for the Non-Scientific

NASA Astrophysics Data System (ADS)

Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

2004-12-01

The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.
Development of a Curriculum to Teach the "Soft Skills" Necessary for the Future Deaf and Hard-of-Hearing Laboratory Technician Workforce

ERIC Educational Resources Information Center

Ross, Annemarie D.; Pagano, Todd

2009-01-01

There is often a particular void in the education of deaf and hard-of-hearing students who intend to become competent working laboratory technicians. Inasmuch as certain basic professional skills ("soft skills," in this case) are not generally taught in traditional science courses, a new curriculum has been developed in order to enforce…
Critical Thinking Handbook: 4th-6th Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science.

ERIC Educational Resources Information Center

Paul, Richard; And Others

This handbook, designed to help teachers of fourth through sixth grades remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the principles…
Investigations of Anatomical Variations of the Thorax and Heart, and Anatomical Knowledge for First Year Medical Dental and Podiatry Students

ERIC Educational Resources Information Center

Verenna, Anne-Marie

2013-01-01

The universal presence of anatomy in healthcare professions is undeniable. It is a cornerstone to each of the clinical and basic sciences. Therefore, further expansion of current anatomical knowledge and effective methods to teach anatomy is essential. In this work, the relationship of the dorsal scapular artery with the trunks of the brachial…
The Effects of Passive and Active Learning on Student Preference and Performance in an Undergraduate Basic Science Course

ERIC Educational Resources Information Center

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical)…
Fuzzy Logic and Education: Teaching the Basics of Fuzzy Logic through an Example (By Way of Cycling)

ERIC Educational Resources Information Center

Sobrino, Alejandro

2013-01-01

Fuzzy logic dates back to 1965 and it is related not only to current areas of knowledge, such as Control Theory and Computer Science, but also to traditional ones, such as Philosophy and Linguistics. Like any logic, fuzzy logic is concerned with argumentation, but unlike other modalities, which focus on the crisp reasoning of Mathematics, it deals…
Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

NASA Astrophysics Data System (ADS)

Sezen-Barrie, A.; Wolfson, J.

2015-12-01

An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.
Does Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science?

NASA Astrophysics Data System (ADS)

Duncan, Douglas K.; Arthurs, L.; CATS

2009-01-01

Surveys of those who teach Astro 101 say that increasing students’ understanding of the nature and process of science is an important goal. It is also one of the justifications for the "breadth requirement” that supports most of the Astro 101 enterprise in the US. However, little work has been done to measure if this goal is achieved. We interviewed 60 students drawn from two introductory astronomy classes at the beginning and end of the course. Each student was asked 9 questions concerning the nature of science and how it is applied. One of the two introductory classes made a special point of explicitly discussing the nature of science and "science vs. pseudoscience.” Otherwise the two classes were similar. We are investigating how students changed in 4 areas: 1. Do they understand what science is? 2. Do they have the ability to think scientifically themselves? 3. Can they distinguish believable scientific results from bogus ones? 4. Do students develop "basic science literacy?" In addition to the interviews we gave the Epistemological Beliefs Assessment for Physical Science (EBAPS, Elby et al. 2001; www.flaguide.org) to approximately 300 students. Initial results will be reported in our poster, and full results in a publication expected in early 2009. In addition, the results of this study are being used to develop a survey instrument designed specifically for use with Astro 101 students to evaluate the effectiveness of instruction on their scientific attitudes and beliefs as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.
Back-to-the-Basics in English Teaching.

ERIC Educational Resources Information Center

Donelson, Ken, Ed.

1976-01-01

In this issue, the writers focus on the "basics" in English teaching, some offering suggestions on ways of altering present conditions, some commenting generally (in assessments, defenses, or attacks) cn the basics, and some presenting specific discussions of basics in teaching the various language arts components. A few of the articales and…

CU’s Department of Geological Sciences - Science Education Initiative Project (GEOL-SEI): A five-year plan for introducing and supporting an evidence-based and scientific approach to teaching

NASA Astrophysics Data System (ADS)

Arthurs, L.; Budd, D. A.

2009-12-01

The Science Education Initiative (SEI) at the University of Colorado at Boulder was conceived in 2006 with the goal of improving science education at the undergraduate level by changing the basic approach to teaching in science departments. Five departments were selected on a competitive basis for participation in the SEI. The SEI is operating as a five year plan with funding of ~$1 million/year for the five departments. The goal of the SEI is to implement sustainable department-level change for an evidence-based and scientific approach to teaching. Among the five departments receiving funding for discipline-specific SEI projects is the Department of Geological Sciences (GEOL-SEI). The GEOL-SEI has worked to transform geology courses beginning with lower division large enrollment courses and moving towards upper division courses. They are transformed on the basis of existing research into how people learn, and they are characterized by the use of learning goals and effective instructional approaches. Furthermore, a natural component of the transformation towards evidence-based and scientific approaches to teaching is geocognition and geoscience education research. This research focuses on how students think about geologic concepts (e.g. misconceptions) and the effectiveness of different instructional approaches (e.g. the implementation of instructional technologies, peer learning activities, homework, and labs). The research is conducted by post-doctoral fellows (with PhDs in geology and pedagogical training) in collaboration with the instructional faculty members. The directorate of CU’s Science Education Initiative provides the fellows with training useful for conducting the research. Currently, into the 4th year of its 5-year plan, the GEOL-SEI is working towards publishing its findings and exploring options for sustaining various changes made to courses and new departmental programs that support student learning (e.g. GEOL Tutoring & Study Room).
Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

NASA Astrophysics Data System (ADS)

Goldston, M. Jenice; Nichols, Sharon

2009-04-01

This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.
The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

NASA Astrophysics Data System (ADS)

Eliot, Michael H.

Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs conceptual understanding and process skills, while improving motivation and participation through hands-on learning. In addition, teachers may use performance tasks to better assess students' thought process, problem solving skills, and conceptual understanding. However, constructivist teaching methods require extra training, pedagogical skills, subject matter knowledge, physical resources, and support from all stakeholders.
High altitude medicine education in China: exploring a new medical education reform.

PubMed

Luo, Yongjun; Luo, Rong; Li, Weiming; Huang, Jianjun; Zhou, Qiquan; Gao, Yuqi

2012-03-01

China has the largest plateau in the world, which includes the whole of Tibet, part of Qinghai, Xinjiang, Yunnan, and Sichuan. The plateau area is about 257.2×10(4) km(2), which accounts for about 26.8% of the total area of China. According to data collected in 2006, approximately twelve million people were living at high altitudes, between 2200 to 5200 m high, on the Qinghai-Tibetan Plateau. Therefore, there is a need for medical workers who are trained to treat individuals living at high altitudes. To train undergraduates in high altitude medicine, the College of High Altitude Military Medicine was set up at the Third Military Medical University (TMMU) in Chongqing in 1999. This is the only school to teach high altitude medicine in China. Students at TMMU study natural and social sciences, basic medical sciences, clinical medical sciences, and high altitude medicine. In their 5(th) year, students work as interns at the General Hospital of Tibet Military Command in Lhasa for 3 months, where they receive on-site teaching. The method of on-site teaching is an innovative approach for training in high altitude medicine for undergraduates. Three improvements were implemented during the on-site teaching component of the training program: (1) standardization of the learning progress; (2) integration of formal knowledge with clinical experience; and (3) coaching students to develop habits of inquiry and to engage in ongoing self-improvement to set the stage for lifelong learning. Since the establishment of the innovative training methods in 2001, six classes of high altitude medicine undergraduates, who received on-site teaching, have graduated and achieved encouraging results. This evidence shows that on-site teaching needs to be used more widely in high altitude medicine education.
Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology.

PubMed

Olowo-Ofayoku, Anthony; Moxham, Bernard John

2014-10-01

Marked changes are occurring within both the medical and dental curricula and new ways of teaching the basic sciences have been devised and traditional methods (e.g., dissection for gross anatomy and of bench-based animal preparations for physiology) are increasingly no longer the norm. Although there is much anecdotal evidence that students are not in favor of such changes, there is little evidence for this based on quantitative analyses of students' attitudes. Using Thurstone and Chave attitude analyses, we assessed the attitudes of first year medical and dental students at Cardiff University toward gross anatomy and physiology in terms of their perceived clinical importance. In addition, we investigated the appropriateness ("fitness for purpose") of teaching methodologies used for anatomy and physiology. The hypotheses tested recognized the possibility that medical and dental students differed in their opinions, but that they had a preference to being taught gross anatomy through the use of dissection and had no preference for physiology teaching. It was found that both medical and dental students displayed positive attitudes toward the clinical relevance of gross anatomy and that they preferred to be taught by means of dissection. Although both medical and dental students displayed positives attitudes toward the clinical relevance of physiology, this was greater for the medical students. Both medical and dental students showed a preference for being taught physiology through didactic teaching in small groups but the medical students also appreciated being taught by means of practicals. Overall, this study highlights the expectations that students have for the basic science foundation teaching within their professional training and signals a preference for being taught experientially/practically. Differences were discerned between medical and dental students that might reflect the direct association between systems physiology and pathophysiology and the application of this knowledge within the medical field in comparison to the dental field, which is heavily skill-based. © 2014 Wiley Periodicals, Inc.
Using process drama to enhance pre-service teachers' understanding of science and religion

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan

2010-03-01

I report an action research study that aimed at improving Thai pre-service teachers' understanding of the relationship between science and religion and at assisting them to respond to this issue in a science classroom. The participants were twelve post-grad students pursuing Master of Art in Teaching Science at Kasetsart University. They took a course, Philosophy of Science, taught by the researcher in Semester A, academic year 2007. Process drama is the teaching strategy employed. The students were fully engaged in the process drama; doing research, producing, distributing, and criticizing the drama. Focus group, student journal, and observation were used to gather the data and the data was analyzed using qualitative analysis techniques. The focus groups revealed that the drama could help students reflect on the complexity and sensitivity of the issue. They found there was no inherent conflict between science and religion since they answered different questions and used different methods to achieve their results. However, the conflicts occurred when people were not aware of the basic differences between the two so they justified one on the basis of purpose and method of one another. The pre-service teachers also found consistency between science and Buddhism. They thought that the teachers of science should respond to the conflicts in a respectful, compromising, and neutral manner.[InlineMediaObject not available: see fulltext.
Science is Cool with NASA's "Space School Musical"

NASA Astrophysics Data System (ADS)

Asplund, S.

2011-10-01

To help young learners understand basic solar system science concepts and retain what they learn, NASA's Discovery and New Frontiers Programs have collaborated with KidTribe to create "Space School Musical," an innovative approach for teaching about the solar system. It's an educational "hip-hopera" that raps, rhymes, moves and grooves its way into the minds and memories of students and educators alike. The solar system comes alive, combining science content with music, fun lyrics, and choreography. Kids can watch the videos, learn the songs, do the cross-curricular activities, and perform the show themselves. The videos, songs, lyrics, and guides are available to all with free downloads at http://discovery.nasa.gov/
Darnton’s Cats, Bacon’s Rifle, and History of Science 101.

PubMed

Küçük, Harun

2016-12-01

Many of us who teach History of Science 101 courses face a situation where we must tell our story without relying on students’ prior knowledge of, say, the significance of ancient Greece and China, premodern and modern colonialism, or Marx. This leaves us needing a clear and punchy basic message, supported by a solid, well-structured, and inclusive story line that also doubles as world history. This response takes a look at the prospects and problems of longue durée histories of science from the perspective of cultural history. It voices sympathy toward Frans van Lunteren’s project and presents a small sample of potential difficulties involved in matching machines with historical periods.
Teaching, Learning, and Planetary Exploration

NASA Technical Reports Server (NTRS)

Brown, Robert A.

2002-01-01

This is the final report of a program that examined the fundamentals of education associated with space activities, promoted educational policy development in appropriate forums, and developed pathfinder products and services to demonstrate the utility of advanced communication technologies for space-based education. Our focus was on space astrophysics and planetary exploration, with a special emphasis on the themes of the Origins Program, with which the Principal Investigator (PI) had been involved from the outset. Teaching, Learning, and Planetary Exploration was also the core funding of the Space Telescope Science Institute's (ST ScI) Special Studies Office (SSO), and as such had provided basic support for such important NASA studies as the fix for Hubble Space Telescope (HST) spherical aberration, scientific conception of the HST Advanced Camera, specification of the Next-Generation Space Telescope (NGST), and the strategic plan for the second decade of the HST science program.
“Shrink Wrapping” Lectures: Teaching Cell and Molecular Biology within the Context of Human Pathologies

PubMed Central

2005-01-01

Students are most motivated and learn best when they are immersed in an environment that causes them to realize why they should learn. Perhaps nowhere is this truer than when teaching the biological sciences to engineers. Transitioning from a traditionally mathematics-based to a traditionally knowledge-based pedagogical style can challenge student learning and engagement. To address this, human pathologies were used as a problem-based context for teaching knowledge-based cell biological mechanisms. Lectures were divided into four modules. First, a disease was presented from clinical, economic, and etiological standpoints. Second, fundamental concepts of cell and molecular biology were taught that were directly relevant to that disease. Finally, we discussed the cellular and molecular basis of the disease based on these fundamental concepts, together with current clinical approaches to the disease. The basic science is thus presented within a “shrink wrap” of disease application. Evaluation of this contextual technique suggests that it is very useful in improving undergraduate student focus and motivation, and offers many advantages to the instructor as well. PMID:15917872
Empowering Engineering College Staff to Adopt Active Learning Methods

NASA Astrophysics Data System (ADS)

Pundak, David; Rozner, Shmaryahu

2008-04-01

There is a growing consensus that traditional instruction in basic science courses, in institutions of higher learning, do not lead to the desired results. Most of the students who complete these courses do not gain deep knowledge about the basic concepts and develop a negative approach to the sciences. In order to deal with this problem, a variety of methods have been proposed and implemented, during the last decade, which focus on the "active learning" of the participating students. We found that the methods developed in MIT and NCSU were fruitful and we adopted their approach. Despite research-based evidence of the success of these methods, they are often met by the resistance of the academic staff. This article describes how one institution of higher learning organized itself to introduce significant changes into its introductory science courses, as well as the stages teachers undergo, as they adopt innovative teaching methods. In the article, we adopt the Rogers model of the innovative-decision process, which we used to evaluate the degree of innovation adoption by seven members of the academic staff. An analysis of interview and observation data showed that four factors were identified which influence the degree innovation adoption: (1) teacher readiness to seriously learn the theoretical background of "active learning"; (2) the development of an appropriate local model, customized to the beliefs of the academic staff; (3) teacher expertise in information technologies, and (4) the teachers' design of creative solutions to problems that arose during their teaching.
Using Hollywood Movies to Teach Basic Geological Concepts: A Comparison of Student Outcomes

NASA Astrophysics Data System (ADS)

Crowder, M. E.

2008-12-01

Throughout the history of cinema, events based in Earth Science have been the focus of many an action- disaster plot. From the most recent 2008 remake of Journey to the Center of the Earth, to 1965's Crack in the World, and all the way back to the 1925 silent film rendition of The Lost World, Hollywood's obsession with the geological sciences has been clear. These particular sub-genres of disaster films and science fiction present science that, from a Hollywood viewpoint, looks exciting and seems realistic. However, from a scientific viewpoint, the presentations of science are often shockingly incorrect and unfortunately serve to perpetuate common misconceptions. In 2003, Western Kentucky University began offering an elective non-majors science course, Geology and Cinema, to combat these misconceptions while using the framework of Hollywood films as a tool to appeal and connect to a broad student population. To see if this method is truly working, this study performs a student outcome comparison for basic geologic knowledge and general course perception between several sections of standard, lecture-based Introductory Geology courses and concurrent semester sections of Geology and Cinema. Preliminary results indicate that while performance data is similar between the courses, students have a more positive perception of the Cinema sections.
Coal: Fuel of the Past, Hope of the Future. A Basic Teaching Unit on Energy. Revised.

ERIC Educational Resources Information Center

McDermott, Hugh, Ed.; Scharmann, Larry, Ed.

Recommended for grades 9-12 science and/or social studies classes, this 13-14 day unit is designed to allow students to explore coal and its properties, examining the nature of coal, where it is found, materials made from coal, and the role of coal in the past and its promise for the future. The unit consists of 11 activities with rationale,…
A Semester-Long Project for Teaching Basic Techniques in Molecular Biology Such as Restriction Fragment Length Polymorphism Analysis to Undergraduate and Graduate Students

ERIC Educational Resources Information Center

DiBartolomeis, Susan M.

2011-01-01

Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly…
GREAT (Groundwater Resources & Educational Activities for Teaching). An Iowa Project for Earth/Life/General Science, 7th-9th Grades.

ERIC Educational Resources Information Center

George, Gail, Ed.

These resource materials are a part of a larger plan for groundwater education, as detailed in the Iowa Groundwater Education Strategy. The six units are arranged in priority order. The first unit covers the basics of groundwater and hydrogeology in Iowa. The other five units cover Iowa's groundwater issues in priority order, as outlined in the…
On the Teaching of Science, Technology and International Affairs.

PubMed

Weiss, Charles

2012-03-01

Despite the ubiquity and critical importance of science and technology in international affairs, their role receives insufficient attention in traditional international relations curricula. There is little literature on how the relations between science, technology, economics, politics, law and culture should be taught in an international context. Since it is impossible even for scientists to master all the branches of natural science and engineering that affect public policy, the learning goals of students whose primary training is in the social sciences should be to get some grounding in the natural sciences or engineering, to master basic policy skills, to understand the basic concepts that link science and technology to their broader context, and to gain a respect for the scientific and technological dimensions of the broader issues they are addressing. They also need to cultivate a fearless determination to master what they need to know in order to address policy issues, an open-minded but skeptical attitude towards the views of dueling experts, regardless of whether they agree with their politics, and (for American students) a world-view that goes beyond a strictly U.S. perspective on international events. The Georgetown University program in Science, Technology and International Affairs (STIA) is a unique, multi-disciplinary undergraduate liberal arts program that embodies this approach and could be an example that other institutions of higher learning might adapt to their own requirements.
Subject preferences of first- and second-year medical students for their future specialization at Chitwan Medical College and Teaching Hospital, Chitwan, Nepal - a questionnaire-based study.

PubMed

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

2015-01-01

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

NASA Astrophysics Data System (ADS)

Blevins, Kathryn

The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By analyzing the findings of this study, it became evident that kindergarten teachers could benefit from scaffolded, ongoing professional development focusing on the components of inquiry and how to implement inquiry in their science instruction.
Educational activities of CAREER: Crystallization Kinetics in Volcanology

NASA Astrophysics Data System (ADS)

Hammer, J. E.

2011-12-01

Professional development of teachers is recognized as critical for improving student learning outcomes. The major outreach initiative of my CAREER award was to develop a teacher professional development program for middle school (grades 6-8) teachers that would improve teacher's mastery of geoscience and basic science skills and practices and expose them to an authentic research environment. The explicit objectives of the Research Experience for Teachers in Volcano-Petrology (RET/V-P) were for teachers to (1) master technical skills for safe and productive laboratory work, (2) deepen understanding of science content, (3) develop scientific "habits of the mind" as outlined in the National Science Standards, and (4) hone science communication skills. Six teachers, one undergraduate, and two graduate students participated in the teacher professional development program during the summers of the CAREER award period. A subsequent EAR award now supports the program, and summer 2011 saw the participation of five additional teachers. The teachers span a wide range of educational backgrounds, prior exposure to geoscience, and teaching assignments at public and private schools. Each year, the program was modified using formative and summative evaluation tools to better serve the scheduling needs and content preferences. In general, the program has evolved from an emphasis on research exposure to an emphasis on imparting basic geoscience concepts. A myriad of approaches including field trips to local outcrops, lecture tutorials and lecture-based active engagement exercises (such as iclicker delivery of Geoscience Concept Inventory questions), with a taste of laboratory work (crystal growth experiments, optics primer), has emerged as the most successful means of achieving objectives 1-4, above. The first summer I advertised the RET/V-P, no teachers applied. (This challenge was overcome in subsequent years by targeting the solicitation using teacher list serves, the Hawaii Science Teachers Association web site, and direct email to teachers at nearby schools.) Instead, I modified the way I taught Mineralogy, using CAREER resources to implement a peer-mentoring program in which upper-level undergraduates assisted with a semester-long mineral specimen identification project. The enrolled students received an authentic discovery-based inquiry experience and were required to write and revise incremental and final reports detailing the physical (primarily optical) and chemical evidence supporting their claim. The peer-mentors benefitted from strengthened understanding of subject material and experience teaching and communicating science. A continuing challenge in implementing this and other innovative teaching strategies is obtaining the necessary institutional support in a climate of deep budget cuts. The benefits of receiving the CAREER and PECASE awards are personal and professional. The awards eased the tenure process at my institution, created opportunities to visit other institutions, and liberated me to pursue new research directions and collaborations. Implementing my educational outreach program improves my introductory-level undergraduate teaching and teaches me to communicate my research more effectively.
LRN, ERN:, & BERN @ Wireless Integrating the Sciences (WITS) Theatre

NASA Technical Reports Server (NTRS)

Hilliard, L.; Campbell, B.; Foody, M.; Klitsner, D.

2010-01-01

In order to develop a call to action for a learning tool that would work to best teach Science Technology Engineering and Math (STEM), the NASA Goddard team will partner with the inventor of Bop It!, an interactive game of verbs and following instructions; and Global Imagination, the developers of Magic Planet. In this paper Decision-making Orbital Health! (DOH!) will be described as a game derived from the basic functions necessary for Bop lt!, a familiar game. that will ask the educational audience to respond to changing commands to Bop It!, Twist It!, and Squeeze It! The success of the new version of the game, will be that the Earth will be making these commands from Dynamic Planet, and the crowd assembled can play wirelessly. Wireless Integrating The Sciences (WITS) Theatre : A balanced approach will describe how the communities local to Goddard and perhaps San Francisco will develop curriculum that helps kids teach kids with an engaging game and a STEM message. The performing arts will be employed to make it entertaining and appropriate to the size of the gathering, and the students educational level.

Primary pre-service teachers' skills in planning a guided scientific inquiry

NASA Astrophysics Data System (ADS)

García-Carmona, Antonio; Criado, Ana M.; Cruz-Guzmán, Marta

2017-10-01

A study is presented of the skills that primary pre-service teachers (PPTs) have in completing the planning of a scientific inquiry on the basis of a guiding script. The sample comprised 66 PPTs who constituted a group-class of the subject Science Teaching, taught in the second year of an undergraduate degree in primary education at a Spanish university. The data was acquired from the responses of the PPTs (working in teams) to open-ended questions posed to them in the script concerning the various tasks involved in a scientific inquiry (formulation of hypotheses, design of the experiment, data collection, interpretation of results, drawing conclusions). Data were analyzed within the framework of a descriptive-interpretive qualitative research study with a combination of inter- and intra-rater methods, and the use of low-inference descriptors. The results showed that the PPTs have major shortcomings in planning the complete development of a guided scientific inquiry. The discussion of the results includes a number of implications for rethinking the Science Teaching course so that PPTs can attain a basic level of training in inquiry-based science education.
Medical academia clinical experiences of Ward Round Teaching curriculum

PubMed Central

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners. PMID:24627858
A plea for the use of drawing in human anatomy teaching.

PubMed

Clavert, Philippe; Bouchaïb, J; Duparc, F; Kahn, J L

2012-10-01

Descriptive human anatomy constitutes one of the main parts of the educational program of the first part of the medical studies. Professors of anatomy have to take into account the exponential evolution of the techniques of morphological and functional exploration of the patients, and the trend to open more and more the contents of the lectures of anatomy to clinical considerations. Basically, teaching requires a series of descriptive and educational media to set up, in front of the student, the studied structures and so to build the human body. More generally, lectures in morphological sciences try to develop three types of knowledge: declarative, procedural, and conditional. Traditionally in France "basic or first" anatomy is taught in amphitheater and in big groups by building each structure or region on a blackboard with colored chalk that allows a relief stake of certain structures and builds in two dimensions a three-dimensional organization. Actually, the blackboard is and stays for us an excellent media of non-verbal expression.
The Impact of Science Fiction Film on Student Understanding of Science

NASA Astrophysics Data System (ADS)

Barnett, Michael; Wagner, Heather; Gatling, Anne; Anderson, Janice; Houle, Meredith; Kafka, Alan

2006-04-01

Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in the notion that to teach science effectively, educators need to understand how popular culture influences their students' perception and understanding of science. Using naturalistic research methods in a diverse middle school we found that students who watched a popular science fiction film, The Core, had a number of misunderstandings of earth science concepts when compared to students who did not watch the movie. We found that a single viewing of a science fiction film can negatively impact student ideas regarding scientific phenomena. Specifically, we found that the film leveraged the scientific authority of the main character, coupled with scientifically correct explanations of some basic earth science, to create a series of plausible, albeit unscientific, ideas that made sense to students.
NASE in the IYL2015: Light in Natural Sciences to teach Astronomy and Astrophysics in the new century

NASA Astrophysics Data System (ADS)

García, Beatriz; Ros, Rosa Maria

2015-08-01

An important series of milestones in the history of the science of light allow us to ensure that their study intersects with science and technology. In 1815, in France Fresnel exhibited the theory of wave nature of light; in 1865, in England Maxwell described the electromagnetic theory of light, the precursor of relativity; in 1915, in Germany Einstein developed general relativity which confirmed the role of light in space and time, and in 1965, in the United States Penzias and Wilson discovered the cosmic microwave background, fossil remnant of the creation of universe. Moreover, 2015 will mark 1000 years since the great works of Ibn al-Haytham on optics, published during the Islamic Golden Age.The Network for Astronomy School Education (NASE) proposes two mono-graphic texts Geometry of Light and Shadow and Cosmic Lights, to show the possibilities offered by the light in teaching concepts in different areas of the natural sciences, from mathematics to biology and to create awareness of the great achievements and discoveries of mankind related to light and the need for responsible use of this energy to the balance on Earth.Although the texts can be worked independently, both covering all aspects of Astronomy and Astrophysics found in the programs of education around the Globe, and show how to teach basic and complex concepts in this era of the big telescopes on Earth and in the space. This material was prepared thinking in the new a audiences, which demand better scientists working in outreach and better tools for communication of science.
The translational science training program at NIH: Introducing early career researchers to the science and operation of translation of basic research to medical interventions.

PubMed

Gilliland, C Taylor; Sittampalam, G Sitta; Wang, Philip Y; Ryan, Philip E

2017-01-02

Translational science is an emerging field that holds great promise to accelerate the development of novel medical interventions. As the field grows, so does the demand for highly trained biomedical scientists to fill the positions that are being created. Many graduate and postdoctorate training programs do not provide their trainees with sufficient education to take advantage of this growing employment sector. To help better prepare the trainees at the National Institutes of Health for possible careers in translation, we have created the Translational Science Training Program (TSTP). The TSTP is an intensive 2- to 3-day training program that introduces NIH postdoctoral trainees and graduate students to the science and operation of turning basic research discoveries into a medical therapeutic, device or diagnostic, and also exposes them to the variety of career options in translational science. Through a combination of classroom teaching from practicing experts in the various disciplines of translation and small group interactions with pre-clinical development teams, participants in the TSTP gain knowledge that will aid them in obtaining a career in translational science and building a network to make the transition to the field. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):13-24, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.
Geoscience Education Research, Development, and Practice at Arizona State University

NASA Astrophysics Data System (ADS)

Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

2009-12-01

Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional development for STEM teachers; Design and evaluation of innovative transdisciplinary and online curricula; and Visitor cognition of geologic time and basic principles in Southwestern National Parks.
Initial Teacher Training Science Nature and Mathematics and the Teaching of Astronomy

NASA Astrophysics Data System (ADS)

Macedo, Josué Antunes de

2014-11-01

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

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including classroom video with transcripts, teacher interview, researcher field notes, student journals, teacher lesson plans from previous years, and a student questionnaire. Data analysis used a basic qualitative approach. The results showed (1) only the first time period had a true big idea, while the other two units contained topics, (2) each semester contained a similar use for the given big idea, though its role in the class was reduced after the opening activity, (3) the types of teacher questions shifted toward students explaining their comprehension of ideas and more students were involved in discussing each idea and for more turns of talk than in earlier time periods, (4) understanding science term definitions became more prominent later in the semester, with more stating science terms occurring earlier in the semester, (5) no significant changes were seen to the use of argument or claims and evidence throughout the study. The findings have informed theory and practice about science argumentation, the practice of whole-class dialogue, and the understanding of practice along four aspects: (1) apparent lack of understanding about big ideas and how to utilize them as the central organizing feature of a unit, (2) independent development of dialogue and argument, (3) apparent lack of understanding about the structure of argument and use of basic terminology with argument and big ideas, (4) challenges of ABI implementation. This study provides insight into the importance of prolonged and persistent professional development with ABI in teaching practice.
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.
Science Teaching Efficacy of Preservice Elementary Teachers: Examination of the Multiple Factors Reported as Influential

NASA Astrophysics Data System (ADS)

Taştan Kırık, Özgecan

2013-12-01

This study explores the science teaching efficacy beliefs of pr-service elementary teachers and the relationship between efficacy beliefs and multiple factors such as antecedent factors (participation in extracurricular activities and number of science and science teaching methods courses taken), conceptual understanding, classroom management beliefs and science teaching attitudes. Science education majors ( n = 71) and elementary education majors ( n = 262) were compared with respect to these variables. Finally, the predictors of two constructs of science teaching efficacy beliefs, personal science teaching efficacy (PSTE) and science teaching outcome expectancy (STOE), were examined by multiple linear regression analysis. According to the results, participation in extracurricular activities has a significant but low correlation with science concept knowledge, science teaching attitudes, PSTE and STOE. In addition, there is a small but significant correlation between science concept knowledge and outcome expectancy, which leads the idea that preservice elementary teachers' conceptual understanding in science contributes to their science teaching self-efficacy. This study reveals a moderate correlation between science teaching attitudes and STOE and a high correlation between science teaching attitudes and PSTE. Additionally, although the correlation coefficient is low, the number of methodology courses was found to be one of the correlates of science teaching attitudes. Furthermore, students of both majors generally had positive self-efficacy beliefs on both the STOE and PSTE. Specifically, science education majors had higher science teaching self-efficacy than elementary education majors. Regression results showed that science teaching attitude is the major factor in predicting both PSTE and STOE for both groups.
Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.
An Informed Approach to Improving Quantitative Literacy and Mitigating Math Anxiety in Undergraduates Through Introductory Science Courses

NASA Astrophysics Data System (ADS)

Follette, K.; McCarthy, D.

2012-08-01

Current trends in the teaching of high school and college science avoid numerical engagement because nearly all students lack basic arithmetic skills and experience anxiety when encountering numbers. Nevertheless, such skills are essential to science and vital to becoming savvy consumers, citizens capable of recognizing pseudoscience, and discerning interpreters of statistics in ever-present polls, studies, and surveys in which our society is awash. Can a general-education collegiate course motivate students to value numeracy and to improve their quantitative skills in what may well be their final opportunity in formal education? We present a tool to assess whether skills in numeracy/quantitative literacy can be fostered and improved in college students through the vehicle of non-major introductory courses in astronomy. Initial classroom applications define the magnitude of this problem and indicate that significant improvements are possible. Based on these initial results we offer this tool online and hope to collaborate with other educators, both formal and informal, to develop effective mechanisms for encouraging all students to value and improve their skills in basic numeracy.
Opportunities to Learn in School and at Home: How can they predict students' understanding of basic science concepts and principles?

NASA Astrophysics Data System (ADS)

Wang, Su; Liu, Xiufeng; Zhao, Yandong

2012-09-01

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

NASA Astrophysics Data System (ADS)

Byfield, Valborg; Scheurle, Carolyn; Gould, John; Macama, Emina; King, Brian

2013-04-01

The Euro-Argo education website (www.euroargo-edu.org) aims to make Argo and its data accessible to a non-specialist audience. The site is centred on a selection of floats, which have been chosen because of the insight they provide into key oceanographic processes, the physical and biogeochemical characteristics of different ocean regions around the world, and the role of the ocean in the global climate system. The float selection is a vehicle for teaching data analysis skills, linking these to current topics in the ocean and climate sciences. Each float in the selection has its own page, which provides access to the float data, data plots, background information on the ocean region in which the float can be found, and questions to guide data interpretation. Hidden 'model answers' allow users to check their understanding by comparing their own answers to those provided. The interactive component of the site also includes a series of quizzes, designed to teach data interpretation skills. These start at a basic level and take the students step by step through the most common ways to plot oceanographic data in space and time. More general background information covers the main aspects of the Argo programme, its history and applications, and basic technical information about the floats and sensors. 'World Tour' pages linked to the float selection provide information about the main ocean regions and link information from the Argo programme to oceanographic information from other sources such as satellite observations. The site is primarily aimed at young people between 11 and 18 years of age. However experience from using selected material from the site during science open days shows that children as young as 8-9 and adults of all ages also enjoy the challenge of using and interpreting the Argo data in different contexts.
The soil education technical commission of the Brazilian Soil Science Society: achievements and challenges

NASA Astrophysics Data System (ADS)

Muggler, Cristine Carole; Aparecida de Mello, Nilvania

2013-04-01

The Soil Education and public awareness technical commission of the Brazilian Soil Science Society was created in 1987 as Soil Science teaching commission at that time. In the 90's of the last century the commission was very active and realized three national symposia in the years 1994 to 1996: in Viçosa, Minas Gerais; Santa Maria, Rio Grande do Sul and Pato Branco, Paraná. The following symposium scheduled to happen in Brasilia, 1997 could not be realized and was followed by a weakening and reduction of the involved group. Those three symposia were focused on the aspects of soil science taught at the university educational level, mainly in agrarian sciences. The concern about what was going on at basic education and perception by society was not much present. The commission was revitalized in 2005 and in 2007 realized its first meeting at the Brazilian Congress of Soil Science in Gramado, Rio Grande do Sul. At that meeting it was already an urge to assume the approach of soil education instead of soil science teaching, within a major concern how society consider soils. It was accepted and adequate under the structural reorganization undergone by the national society following the IUSS main lines. The commission was renamed and got two new mates at the newly created Division IV, Soils, Environment and Society, of the Brazilian Soil Science Society: Soils and Food Safety and History, Epistemology and Sociology of Soil Science. The national symposia were relaunched to happen biannually. An inventory of the soil education experiences around the country started and the geographic distribution of the future symposia intended to rescue and bring together experiences in different parts of the country that would not be known by other means. Three symposia were already realized: Piracicaba, Sao Paulo, 2008 (southeast); Curitiba, Paraná, 2010 (south) and Sobral, Ceará, 2012 (northeast). The next is planned to happen in Recife, Pernambuco in April 2014. The scope of the last three symposia was dramatically changed compared to the former ones, considering both participants and papers: basic school teachers, science mediators instead of university docents and a prevalence of papers on soil education in basic schools and non-formal education. The main challenge for soil scientists remains in how to spread the knowledge about the importance of soil and its care among individuals and society in general. Diversified experiences, strategies and instruments are on the move, still soils are overlooked in the present environmental issues. Within the commission the challenge remains with the popularity of the subject in the academic world: it is marginal, it is an interface between knowledge areas and it is commonly the second subject of researchers, easily abandoned when work pressure grows.
Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.
A study about teaching quadratic functions using mathematical models and free software

NASA Astrophysics Data System (ADS)

Nepomucena, T. V.; da Silva, A. C.; Jardim, D. F.; da Silva, J. M.

2017-12-01

In the face of the reality of teaching Mathematics in Basic Education in Brazil, specially relating teach functions focusing their relevance to the student’s academic development in Basic and Superior Education, this work proposes the use of educational software to help the teaching of functions in Basic Education since the computers and software show as an outstanding option to help the teaching and learning processes. On the other hand, the study also proposes the use of Didactic Transposition as a methodology investigation and research. Along with this survey, some teaching interventions were applied to detect the main difficulties in the teaching process of functions in the Basic Education, analyzing the results obtained along the interventions in a qualitative form. Considering the discussion of the results at the end of the didactic interventions, it was verified that the results obtained were satisfactory.
The language of the arrows

NASA Astrophysics Data System (ADS)

2015-10-01

I think and hope that most experienced physics and astronomy teachers would agree that teaching is both a science and a creative art. There is a way to creatively introduce vectors into introductory astronomy that lets students learn some basic, but fundamental, physics and at the same time demonstrates that mathematics need not be a barrier in a science course. The approach is entirely graphical in that it is based on the geometric properties of vectors and is implemented by drawing diagrams. Despite the simplicity, it allows astronomy students to experience genuine physics reasoning at about the same level of a conceptual physics course (and possibly a higher level).
They Won't Accept the What of Science If They Don't Get the Why and How

NASA Astrophysics Data System (ADS)

Holt, Rush

2016-03-01

Denial of evidence by policy makers on controversial issues, substituting ideology for research-based findings, and suspicion of scientists of bias or even conspiracy are all enormously distasteful and sometimes bewildering to scientists. Whatever the subject-climate change, nuclear power, or GMO's- scientists should understand that the problems originate, not with demagogic or misguided politicians, but rather with millions of Americans who do not appreciate the essence of science and have a poor understanding of the basic nature and procedures of science. The public appreciation of science shows signs of further erosion, suggesting that the problems may get even worse in the future. Scientists do little to help the problem by insistently trying to teach the specifics of the controversial subjects, however clearly and logically, when the public does not even understand how science works.

Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

NASA Astrophysics Data System (ADS)

Mathers, Naomi; Pakakis, Michael; Christie, Ian

2011-09-01

The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive environment promotes high order thinking skills such as problem solving, team work, communication skills and leadership. To promote the teaching of science in the classroom, and prepare the students for their mission, the program includes a pre-visit program. These classroom-based lessons model best practice in effective science teaching and learning to support the development of confident primary science teachers.
Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.
Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364
Making holograms in middle and high schools

NASA Astrophysics Data System (ADS)

Jeong, Tung H.

2000-06-01

Holography is a worthy topic that should become an integral part of any basic science curriculum. It embodies basic scientific principle that include the direct applications of three Nobel Prize physics concepts; it involves procedures that teaches the scientific method of problem solving; it can be learned by `doing' without previous experience; it is artistically creative; it can be appreciated by students of all ranges of abilities; and it is an open-ended subject so that specially interested students can continue to pursue deeper and more creative projects beyond the scope that fits into the curriculum. Finally, with the availability of high quality and low cost diode lasers, it is an affordable unit for any school.
Learning theories 101: application to everyday teaching and scholarship.

PubMed

Kay, Denise; Kibble, Jonathan

2016-03-01

Shifts in educational research, in how scholarship in higher education is defined, and in how funding is appropriated suggest that educators within basic science fields can benefit from increased understanding of learning theory and how it applies to classroom practice. This article uses a mock curriculum design scenario as a framework for the introduction of five major learning theories. Foundational constructs and principles from each theory and how they apply to the proposed curriculum designs are described. A summative table that includes basic principles, constructs, and classroom applications as well as the role of the teacher and learner is also provided for each theory. Copyright © 2016 The American Physiological Society.
Subject preferences of first- and second-year medical students for their future specialization at Chitwan Medical College and Teaching Hospital, Chitwan, Nepal – a questionnaire-based study

PubMed Central

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

2015-01-01

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

PubMed

Coderre, Raymond W; Uekermann, Kristen A; Choi, Youngeun; Anderson, William J

2016-03-01

Scientists constantly make groundbreaking discoveries, some of which receive attention from the press. We designed a course intended for a lay audience that provides the scientific background to appreciate these reports more fully. We discuss three topics in the life sciences: stem cells, cancer, and infectious disease. The course is structured to blend relevant scientific background and evaluation of primary literature with the coverage of these advances by the media and popular press. In short, lectures emphasize exposure to basic biological concepts and tools as a means of informing understanding of prominent biological questions of public interest. The overall goal of the course is not only to expose students to the media's coverage of scientific progress, but also to hone their critical thinking skills to distinguish hope from hype.
Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School

PubMed Central

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the “old” curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations. PMID:27486351
Developing a competency-based medical education curriculum for the core basic medical sciences in an African Medical School.

PubMed

Olopade, Funmilayo Eniola; Adaramoye, Oluwatosin Adekunle; Raji, Yinusa; Fasola, Abiodun Olubayo; Olapade-Olaopa, Emiola Oluwabunmi

2016-01-01

The College of Medicine of the University of Ibadan recently revised its MBBS and BDS curricula to a competency-based medical education method of instruction. This paper reports the process of revising the methods of instruction and assessment in the core basic medical sciences directed at producing medical and dental graduates with a sound knowledge of the subjects sufficient for medical and dental practice and for future postgraduate efforts in the field or related disciplines. The health needs of the community and views of stakeholders in the Ibadan medical and dental schools were determined, and the "old" curriculum was reviewed. This process was directed at identifying the strengths and weaknesses of the old curricula and the newer competences required for modern-day medical/dental practice. The admission criteria and processes and the learning methods of the students were also studied. At the end of the review, an integrated, system-based, community-oriented, person-centered, and competency-driven curriculum was produced and approved for implementation. Four sets of students have been admitted into the curriculum. There have been challenges to the implementation process, but these have been overcome by continuous faculty development and reorientation programs for the nonteaching staff and students. Two sets of students have crossed over to the clinical school, and the consensus among the clinical teachers is that their knowledge and application of the basic medical sciences are satisfactory. The Ibadan medical and dental schools are implementing their competency-based medical education curricula successfully. The modifications to the teaching and assessment of the core basic medical science subjects have resulted in improved learning and performance at the final examinations.
Educational Intervention in a Medically Underserved Area.

PubMed

Atance, Joel; Mickalis, Morgan; Kincade, Brianna

2018-04-01

Medical students from rural and medically underserved areas (MUAs) are more likely than their peers to practice medicine in rural areas and MUAs. However, students from MUAs are also more likely to face socioeconomic barriers to a career in medicine. To determine whether a week-long summer enrichment experience (SEE) at Edward Via College of Osteopathic Medicine-Carolinas could successfully teach high school students from MUAs basic biomedical concepts and foster an interest in medicine and the health sciences. The SEE program is open to high school students in the Spartanburg, South Carolina, area. The program includes interactive lectures, laboratories, demonstrations on gross anatomy prosections, demonstrations on medical simulation models, tours of emergency vehicles, an introduction to osteopathic manipulative medicine, and student-led research projects. Participants were asked to complete a 15-question quiz that assessed their knowledge of basic biomedical concepts and a 10-question survey that assessed their attitudes toward careers in medicine and health sciences. Both the quiz and the survey were completed on both the first and final days of the program. The data were analyzed using paired t tests. Participant knowledge of basic biomedical concepts, as determined by the quiz scores, increased after completion of the program (9.1 average correct answers vs 12.6 average correct answers) (P<.001). Participant attitude toward medicine and the health sciences improved in 9 of the 10 items surveyed after completion of the program (P<.05). Participant knowledge of basic biomedical concepts and their knowledge of and interest in careers in the health sciences improved after completing the SEE program. These findings suggest that educational interventions for high school students could help to develop primary care physicians for rural areas and MUAs and that there is a role for osteopathic medical schools to nurture these students as early as possible.
Increasing Science Literacy in Nepal

NASA Astrophysics Data System (ADS)

Lamsal, Jeevan

2016-07-01

Nepal, a small landlocked and one of the least developed countries in south Asia is curious with its neighbor's giant space missions. As for now, space mission is not imminent to Nepal at least for decade. Due to lack of proper education and the resources; space education is also not very effective. In the curriculum of Nepal, basic astronomy is included in the science book of middle school which consist only 5% of the total course and 10% in high school. However the total course has been mostly theoretical which has made this subject uninteresting and difficult among the students. The examinations in all education levels are practiced on the rote memorization of contents. Pokhara Astronomical Society (PAS) introduced new techniques in teaching with more practical approach. We helped students to construct bamboo telescopes and observe the night sky which brought tremendous interest in studying astronomy in middle school. Similarly in high schools we organized different kinds of webinar with renowned scientist from different parts of the world. We screened documentaries of space activities; we helped them to use online robotic telescopes by using internet. This eventually is creating more interest in students to study science and particularly astronomy in their higher studies. The use of mobile Apps and different satellite tracking website helped students determine the location of space objects and created more interest for detail study of them. We are now reaching thousands of students with different proceedings to popularize astronomy and generating interest to pursue higher education in this subject. As well as creating the scientific awareness and understanding among others who are not choosing science in their higher studies. This paper highlights the comparative study of advanced and practical approach of teaching over traditional approach. The results of survey suggest most students are interested in choosing science in their higher studies where practical approach of teaching has been applied. The simple method used by us could be exemplary in other developing countries like Nepal. Key Words: Nepal, Bamboo Telescope, Traditional Teaching Approach, Practical Approach
Adult-Rated Oceanography Part 1: A Project Integrating Ocean Sciences into Adult Basic Education Programs.

NASA Astrophysics Data System (ADS)

Cowles, S.; Collier, R.; Torres, M. K.

2004-12-01

Busy scientists seek opportunities to implement education and outreach efforts, but often don't know where to start. One easy and tested method is to form collaborations with federally-funded adult education and adult literacy programs. These programs exist in every U.S. state and territory and serve underrepresented populations through such major initiatives as adult basic education, adult secondary education (and GED preparation), and English language acquisition. These students are workers, consumers, voters, parents, grandparents, and members of every community. They have specific needs that are often overlooked in outreach activities. This presentation will describe the steps by which the Oregon Ocean Science and Math Collaborative program was developed. It is based on a partnership between the Oregon Department of Community Colleges and Workforce Development, Oregon State University College of Oceanic and Atmospheric Sciences, Oregon Sea Grant, and the OSU Hatfield Marine Science Center. It includes professional development through instructor institutes; teachers at sea and informal education opportunities; curriculum and web site development. Through the partnership described here, instructors in adult basic education programs participate in a yearlong experience in which they develop, test, and adapt innovative instructional strategies to meet the specific needs of adult learners. This, in turn, leads to new prospects for study in the areas of ocean science and math and introduces non-academic careers in marine science to a new community. Working directly with instructors, we have identified expertise level, instructional environment, instructor background and current teaching strategies used to address science literacy and numeracy goals of the adult learners in the State of Oregon. Preliminary evaluation of our ongoing project in meeting these goals will be discussed. These efforts contribute to national goals of science literacy for all, by providing learning activities that link ocean sciences with real-life issues relevant to employment, environment and economic concerns.
ERESE Professional Development in Science Education: A collaboration of scientists, teachers, and information technologists

NASA Astrophysics Data System (ADS)

Staudigel, H.; Helly, M.; Massel Symons, C.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources in Earth Science Education (ERESE) project promotes inquiry based teaching of plate tectonics through professional development and distribution of digital library objects in the National Science Digital Library network. The overall ERESE goal is to bridge the gap between the scientists and educators, and our experience has shown that much can be gained by establishing a close collaboration between all parties involved in earth science education, from high school student to teacher -educator, and scientist. These collaborations yield substantial gains in terms of effective educational approaches, contents selection, and to produce an authentic class room research experience. ERESE professional development workshops promote a model of inquiry-based teaching that keeps the educator as far in the background as possible, while empowering the student to carry out a maximally independent inquiry. Key components in this process are: (1) use of a well selected provocative phenomenon to promote student's curiosity and to start the inquiry process, (2) care in the student guidance towards selection and formulation of a researchable question, (3) the involvement of teachers and scientists, in a close collaboration (4) teaching resource development with a strong feed-back from professional development workshops and classroom practice, (5) integration of science inquiry resources on all expert levels providing an environment that allows continuous access to science information from the most basic to the full scale science level. We expanded ERESE resource development into a volcanology field class on Hawaii to produce a website and digital library contents including field reports, exercises and images and field data. We further expanded our resource development through the participation of three high school students in a three-week seagoing expedition to the Samoan Archipelago. The high school seniors maintained a live expedition website and they participated in all science activities. Their work impacted ERESE by the development of digital resources, and introducing peer - mentoring into the inquiry process.
The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

NASA Astrophysics Data System (ADS)

Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the experiences of the participants in this study was also collected through interview, and inventories. Findings from the interview data revealed that prospective teachers benefited from the interactions with peers, science mentors, and science methods instructors during student teaching. Students who did not have access to computers noted that time was a constraint in the use of the electronic networks.
An evaluation of pharmacology curricula in Australian science and health-related degree programs.

PubMed

Lloyd, Hilary; Hinton, Tina; Bullock, Shane; Babey, Anna-Marie; Davis, Elizabeth; Fernandes, Lynette; Hart, Joanne; Musgrave, Ian; Ziogas, James

2013-11-19

Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning outcomes can be defined for pharmacology. The authors contend that it is the differences in breadth and coverage of material for each lecture theme, and the differing teaching modes and assessment that characterise particular degree programs. Adoption of pharmacology knowledge-based learning outcomes that could be tailored to suit individual degree programs would better facilitate the sharing of expertise and teaching practice than the current model where pharmacology curricula are degree-specific.
The gross anatomy laboratory: a novel venue for critical thinking and interdisciplinary teaching in dental education.

PubMed

Rowland, Kevin C; Joy, Anita

2015-03-01

Reports on the status of dental education have concluded that there is a need for various types of curricular reform, making recommendations that include better integration of basic, behavioral, and clinical sciences, increased case-based teaching, emphasis on student-driven learning, and creation of lifelong learners. Dental schools faced with decreasing contact hours, increasing teaching material, and technological advancements have experimented with alternate curricular strategies. At Southern Illinois University School of Dental Medicine, curricular changes have begun with a series of integrated biomedical sciences courses. During the process of planning and implementing the integrated courses, a novel venue-the gross anatomy laboratory-was used to introduce all Year 1 students to critical thinking, self-directed learning, and the scientific method. The venture included student-driven documentation of anatomical variations encountered in the laboratory using robust scientific methods, thorough literature review, and subsequent presentation of findings in peer review settings. Students responded positively, with over 75% agreeing the experience intellectually challenged them. This article describes the process of re-envisioning the gross anatomy laboratory as an effective venue for small group-based, student-driven projects that focus on key pedagogical concepts to encourage the development of lifelong learners.
An Online, Interactive Approach to Teaching Neuroscience to Adolescents

PubMed Central

Moreno, Janette; Willcockson, Irmgard; Smith, Donna; Mayes, Janice

2006-01-01

Most of today's students are skilled in instant messaging, Web browsing, online games, and blogs. These have become part of the social landscape and have changed how we learn and where we learn. The question becomes how to harness the attractiveness and ubiquity of electronic venues toward the goal of teaching neuroscience. At the Rice University Center for Technology in Teaching and Learning, a central focus is the creation of innovative materials that appeal to middle school students. A recent project was undertaken through a Science Education Drug Abuse Partnership Award (R25 DA15063) from the National Institute on Drug Abuse to inform adolescents about the neurobiology of substance abuse and the current research dealing with a class of drugs known as club drugs. Problem-based learning, multimedia pedagogy, and the National Science Content Standards were integrated to produce The Reconstructors™, an episodic series available via the World Wide Web at http://reconstructors.rice.edu. A field test of students from five schools assessed the retention of content after “playing” The Reconstructors™ series titled Nothing to Rave About. Gain scores indicated that middle school students' knowledge about club drugs and the basic neuroscience concepts that explain their effects improved significantly. PMID:17012204
The use of animals in national high school student science fair projects in the United States.

PubMed

Miller-Spiegel, Crystal

2004-06-01

Science fair projects can provide a sound opportunity to teach students the value of scientific methodology without relying on the routine and unnecessary use of animals. Unfortunately, students are often encouraged to use animals in an expendable manner that both duplicates previous experiments and neglects the opportunity to "think outside the box" in order to generate new hypotheses/theories about human health, physiological processes or basic biological concepts. Although at least one national science fair sponsor has changed its policy regarding students' utilisation of vertebrate animals, others continue to encourage the more traditional in vivo experimental projects. This paper will review the guidelines of two major national science fairs in the USA; types of projects conducted that involve animals; numbers of animals involved; interview responses by some student finalists who used vertebrates in their projects; successful initiatives by animal advocates in the USA to eliminate the use of animals in science fairs; and potential areas of outreach to science educators, science fair sponsors, high schools and students.
Platelet-Derived Growth Factor-BB Stimulates Fibronectin Gene Expression in Fibroblasts Isolated from Rat Thoracic Aorta

DTIC Science & Technology

1994-06-13

MARYLAND 20814-4799 TEACHING HOSPITALS WALTER REED ARMY MEDtCA L CENTER APPROVAL SHEET NAVAL HOSPITAL. BETHESDA MALCOLM GROW AIR FORCE MEDICAL ...CENTER WILFORD HALL "IR FORCE MEDICAL CENTER Title of Dissertation: "Platelet-derived growth factor-BB stimulates fibronectin gene expression in...fascinating world of basic medical science. His dedication and pursuit of excellence in all facets of his work are standards by which I will guide my own
Investigating Genomic Mechanisms of Treatment Resistance in Castration Resistant Prostate Cancer

DTIC Science & Technology

2015-05-01

and genomically profiled. Figure 3 shows data from a series of cell- line experiments showing that PC3 prostate cancer cells are recoverable and...coursework until the second-half of the grant period. I am enrolled in the UCSF Biomedical Sciences Graduate Program class BMS 255: Genetics : Basic... Genetics and Genomics. This class is set to start in January 2016. Given a large number of clinical, teaching, and research duties I will plan to enroll

Methods in Teaching Basic Business Subjects.

ERIC Educational Resources Information Center

Musselman, Vernon A.

The textbook is intended for use in college methods classes in business education, is self-teachable, written informally, and includes two complete teaching units in detail. On the premise that classroom procedures utilized in teaching the basic business subjects differ considerably from those employed in teaching the skill subjects, the book…
Teaching Map Concepts in Social Science Education; an Evaluation with Undergraduate Students

NASA Astrophysics Data System (ADS)

Bugdayci, Ilkay; Zahit Selvi, H.

2017-12-01

One of the most important aim of the geography and social science courses is to gain the ability of reading, analysing and understanding maps. There are a lot of themes related with maps and map concepts in social studies education. Geographical location is one of the most important theme. Geographical location is specified by geographical coordinates called latitude and longitude. The geographical coordinate system is the primary spatial reference system of the earth. It is always used in cartography, in geography, in basic location calculations such as navigation and surveying. It’s important to support teacher candidates, to teach maps and related concepts. Cartographers also have important missions and responsibilities in this context. The purpose of this study is to evaluate the knowledge of undergraduate students, about the geographical location. For this purpose, a research has been carried out on questions and activities related to geographical location and related concepts. The details and results of the research conducted by the students in the study are explained.
Running an Elementary School Astronomy Club: Engaging Children in the Wonders of Space

NASA Astrophysics Data System (ADS)

Mayo, L.; Odenwald, S.; Lundberg, C.; Dimarco, A.

2000-10-01

``At the elementary school level, children are motivated by two things, dinosaurs and space" (Dr. Harold Williams, Montgomery College Planetarium Director). Yet, many elementary school science objectives include only the most basic astronomical concepts. Some ignore the subject all together in favor of more traditional courses (e.g. math and reading) or Earth science based curricula such as weather and local ecosystems. In addition, most elementary school teachers are unfamiliar with astronomical concepts and are poorly equipped to teach the subject. With teacher requirements increasing due to increasing class sizes, state competency exams, and a back to basics political climate, there is often little room to capitalize on the natural sense of curiosity children have about the universe during the normal school day. An after school astronomy club can provide a solution. In this paper, we present a model for setting up and running an after school astronomy club for students in grades 3-6. Our model was developed at two Maryland schools, Sligo Creek Elementary and Holy Redeemer Elementary/Middle School and incorporates national education standards as well as NASA OSS guidelines for effective education outreach programs. We propose here, a Community Based Learning (CBL) approach with the goal of engaging multiple elements of the community in the learning process including local amateur astronomy clubs, industry, community colleges, parents, and teachers. Methods for using astronomy as a basis for teaching reading, writing, math, and presentation skills are introduced. Resources, teaching methods, preparation guidelines, discipline, and safety are discussed and a list of grade appropriate, hands-on astronomy activities is presented along with procedures and expected outcomes.
The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000). Descriptive statistics, simple correlation, t-test, multiple regression, and content analysis procedures were used to analyze research questions. Findings of this study revealed that both dimensions of teaching efficacy, PSTE and STOE, were increased significantly during the student teaching semester. Certain school factors were related to preservice science teachers' teaching efficacy and their use of instructional strategies. Only personal science teaching efficacy was found to affect preservice science teachers' use of instructional strategies. Implications for the findings of this study, as well as recommendations for future research, are discussed.
On the Principles of English Teaching Reform in Higher Vocational Colleges Based on "The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges"

ERIC Educational Resources Information Center

Liu, Huijun; Ning, Yida

2017-01-01

English teaching reform is critical for the cultivation of skilled talents and the development of national economy. The paper attempts to analyze the guidance principles of English teaching reform in the higher vocational colleges underlying "The Basic Requirements of English Curriculum Teaching in Higher Vocational Colleges",…
Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education

PubMed Central

Kamrani, Mahnaz Akbari; Yahya, Sharifah Syed

2016-01-01

This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary. PMID:27157180
Hardware for hard-up schools?

NASA Astrophysics Data System (ADS)

St John, Stuart A.

2012-01-01

The purpose of this work was to investigate ways in which everyday computers can be used in schools to fulfil several of the roles of more expensive, specialized laboratory equipment for teaching and learning purposes. The brief adopted was to keep things as straightforward as possible so that any school science department with a few basic tools can copy the ideas presented. The project has so far produced a simple, safe input device to enable use of a computer as an oscilloscope and the conversion of external speakers into a signal generator. They are not without their limitations, but the intention is that they may provide opportunities for hands-on learning in schools where budgets are very limited. Several teaching ideas are outlined, with pointers for further development. It is hoped that interest in the project may generate further application of the ideas to the teaching of high school physics.
Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education.

PubMed

Akbari Kamrani, Mahnaz; Yahya, Sharifah Syed

2016-09-01

This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.
Learning to teach optics through experiments and demonstrations

NASA Astrophysics Data System (ADS)

Lancis, Jesús; Fernández-Alonso, Mercedes; Martínez-León, Lluis; Tajahuerce-Romera, Enrique; Mínguez-Vega, Gladis

2014-07-01

We have applied an active methodology to pre-service teacher training courses and to active teacher workshops on Optics. As a practical resource, a set of demonstrations has been used to learn how to perform classroom demonstrations. The set includes experiments about polarization and birefringence, optical information transmission, diffraction, fluorescence or scattering. It had been prepared for Science popularization activities and has been employed in several settings with a variety of audiences. In the teacher training sessions, simple but clarifying experiments have been performed by all the participants. Moreover, in these workshops, devices or basic set-ups, like the ones included in our demonstration set, have been built. The practical approach has allowed the enthusiastic sharing of teaching and learning experiences among the workshop participants. We believe that such an active orientation in teacher training courses promotes the active and collaborative teaching and learning of Optics in different levels of Education.
Redesigning a General Education Science Course to Promote Critical Thinking

PubMed Central

Rowe, Matthew P.; Gillespie, B. Marcus; Harris, Kevin R.; Koether, Steven D.; Shannon, Li-Jen Y.; Rose, Lori A.

2015-01-01

Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overcome both deficiencies. The course, titled Foundations of Science, differs from most gen ed science offerings in that it is interdisciplinary; emphasizes the nature of science along with, rather than primarily, the findings of science; incorporates case studies, such as the vaccine-autism controversy; teaches the basics of argumentation and logical fallacies; contrasts science with pseudoscience; and addresses psychological factors that might otherwise lead students to reject scientific ideas they find uncomfortable. Using a pretest versus posttest design, we show that students who completed the experimental course significantly improved their critical-thinking skills and were more willing to engage scientific theories the general public finds controversial (e.g., evolution), while students who completed a traditional gen ed science course did not. Our results demonstrate that a gen ed science course emphasizing the process and application of science rather than just scientific facts can lead to improved critical thinking and scientific literacy. PMID:26231561
Science Teaching: What Does It Mean?

ERIC Educational Resources Information Center

Tseitlin, Michael; Galili, Igal

2006-01-01

This study considers the relationship between science, science teaching and the philosophy of science perceiving these three cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection. The relationship of science teaching to the philosophy of science is advocated to be essential,…
On-line and Mobil Learning Activities

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Whittaker, T. M.; Jasmin, T.; Mooney, M. E.

2012-12-01

Introductory college-level science courses for non-majors are critical gateways to imparting not only discipline-specific information, but also the basics of the scientific method and how science influences society. They are also indispensable for student success to degree. On-line, web-based homework (whether on computers or mobile devices) is a rapidly growing use of the Internet and is becoming a major component of instruction in science, replacing delayed feedback from a few major exams. Web delivery and grading of traditional textbook-type questions is equally effective as having students write them out for hand grading, as measured by student performance on conceptual and problem solving exams. During this presentation we will demonstrate some of the interactive on-line activities used to teach concepts and how scientists approach problem solving, and how these activities have impacted student learning. Evaluation of the activities, including formative and summative, will be discussed and provide evidence that these interactive activities significantly enhance understanding of introductory meteorological concepts in a college-level science course. More advanced interactive activities are also used in our courses for department majors, some of these will be discussed and demonstrated. Bring your mobile devices to play along! Here is an example on teaching contouring: http://profhorn.aos.wisc.edu/wxwise/contour/index.html
Climate Science - getting the world to understand, and to care

NASA Astrophysics Data System (ADS)

Jasmin, T.; Ackerman, S. A.; Whittaker, T. M.

2012-12-01

Effectively teaching and conveying climate science has become one of Earth Science's greatest challenges. Existing barriers are many and varied, from political, ideological, and religious, to purely economic. Additionally, studies show the general public at present has a surprising number of basic misconceptions regarding the Earth system, and Earth-Sun relationships. Addressing these misconceptions is the first hurdle to overcome for properly teaching climate science. This talk will discuss ways to address the various barriers. Strategies are being employed to arm teachers with new tools leveraging the move to online, interactive learning. Content can be tailored particular audiences. For any individual, learning will be most effective if there is an understood significance, the information is presented clearly and at an appropriate education level, and when possible some personal relevance can be inferred. People need a reason to care. Examples and approaches for several common education scenarios will be given. A simple "Climate Change 101" outline will be given, a blueprint that could be used to educate most of the general public. Freely available online resources to address Earth System misconceptions will be referenced. Finally, a case will be made that a dramatic improvement in climate literacy worldwide may be the only viable means to successfully tackling global warming.
Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students

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

Rubin, E.L.

THE REAL STUFF is an Expanded Media Physics Course aimed at students still in the formative early years of secondary school. Its consists of a working script for an interactive multimedia study unit in basic concepts of physics. The unit begins with a prologue on the Big Bang that sets the stage, and concludes with a lesson on Newton's first law of motion. The format is interactive, placing the individual student in control of a layered hypermedia'' structure that enables him or her to find a level of detail and difficulty that is comfortable and meaningful. The intent is tomore » make physics relevant, intellectually accessible and fun. On-screen presenters and demonstrators will be females and males of various ages, ethnicities and backgrounds, and will include celebrities and physicists of note. A lean, layered design encourages repeated, cumulative study and makes the material useful for self-directed Teaming even by college students. THE REAL STUFF introduces a new science teaching paradigm, a way to teach science that will engage even students who have declined'' to be interested in science in the past. Increased participation in science by women, African-Americans and Spanish-speaking students is a particular goal.« less
Rockets: Physical science teacher's guide with activities

NASA Astrophysics Data System (ADS)

Vogt, Gregory L.; Rosenberg, Carla R.

1993-07-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.
Rockets: Physical science teacher's guide with activities

NASA Technical Reports Server (NTRS)

Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

1993-01-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.
Pharmacology education in North American dental schools: the basic science survey series.

PubMed

Gautam, Medha; Shaw, David H; Pate, Ted D; Lambert, H Wayne

2013-08-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Physiology, Pharmacology, and Therapeutics Section surveyed course directors of basic pharmacology courses in North American dental schools. The survey was designed to assess, among other things, faculty affiliation and experience of course directors, teaching methods, general course content and emphasis, extent of interdisciplinary (shared) instruction, and impact of recent curricular changes. Responses were received from forty-nine of sixty-seven (73.1 percent) U.S. and Canadian dental schools. The findings suggest the following: 1) substantial variation exists in instructional hours, faculty affiliation, placement within curriculum, class size, and interdisciplinary nature of pharmacology courses; 2) pharmacology course content emphasis is similar among schools; 3) the number of contact hours in pharmacology has remained stable over the past three decades; 4) recent curricular changes were often directed towards enhancing the integrative and clinically relevant aspects of pharmacology instruction; and 5) a trend toward innovative content delivery, such as use of computer-assisted instruction applications, is evident. Data, derived from this study, may be useful to pharmacology course directors, curriculum committees, and other dental educators with an interest in integrative and interprofessional education.
Developing Resources for Teaching Ethics in Geoscience

NASA Astrophysics Data System (ADS)

Mogk, David W.; Geissman, John W.

2014-11-01

Ethics education is an increasingly important component of the pre-professional training of geoscientists. Geoethics encompasses the values and professional standards required of geoscientists to work responsibly in any geoscience profession and in service to society. Funding agencies (e.g., the National Science Foundation, the National Institutes of Health) require training of graduate students in the responsible conduct of research; employers are increasingly expecting their workers to have basic training in ethics; and the public demands the highest standards of ethical conduct by scientists. However, there is currently no formal course of instruction in ethics in the geoscience curriculum, and few faculty members have the experience, resources, and sometimes willingness required to teach ethics as a component of their geoscience courses.
Relations between policy for medical teaching and basic need satisfaction in teaching.

PubMed

Engbers, Rik; Fluit, Cornelia R M G; Bolhuis, Sanneke; Sluiter, Roderick; Stuyt, Paul M J; Laan, Roland F J M

2015-10-01

Policy initiatives that aim to elevate the position of medical teaching to that of medical research could influence the satisfaction of three basic psychological needs related to motivation for medical teaching. To explore relations between the satisfaction of three basic psychological needs towards medical teaching and two policy initiatives for medical teaching: (Junior) Principal Lecturer positions [(J)PL positions] and Subsidized Innovation and Research Projects in Medical Education (SIRPMEs). An online questionnaire was used to collect data about medical teaching in the setting of a university hospital. We adapted the Work-related Basic Need Satisfaction scale (Van den Broeck et al. in J Occup Organ Psychol, 83(4):981-1002, 2010), in order to measure feelings of autonomy, competence, and relatedness in teaching. We examined the relations between (J)PL positions and SIRPMEs and the satisfaction of three basic psychological needs. A total of 767 medical teachers participated. The initiatives appear to be related to different beneficial outcomes in terms of feelings of autonomy, competence, and relatedness in medical teaching. Either a (J)PL position is obtained by teachers who feel competent and related towards medical teaching, or obtaining a (J)PL position makes teachers feel more competent and related towards teaching, or these relations could be interacting. Also, either a SIRPME is obtained by teachers who feel competent and autonomous towards medical teaching, or obtaining a SIRPME makes teachers feel more competent and autonomous towards teaching, or these relations could be interacting. Additional research needs to scrutinize the causal or interacting relations further and to determine optimal conditions for these policy initiatives more specifically. Implications for future research are discussed.
Early childhood teachers' self-efficacy toward teaching science: Outcomes of professional development

NASA Astrophysics Data System (ADS)

Clark, Sarah

The teaching of science in the early childhood classrooms has slowly been decreasing. As the years have passed, the subject of science has been put on the backburner while mathematics and language arts have taken center stage in the educational system. Early childhood teachers need to find ways to integrate science with other subjects in order to ensure children are receiving a well-rounded and full education. The purpose of this study was to determine the effectiveness of professional development on teachers' efficacy in teaching science. Volunteer teachers completed the Weisgram and Bigler scale (TWBS) pre and post training, in order to determine their self-efficacy toward teaching science, they also completed pre- and post- concept maps about their knowledge of teaching science, and a demographic questionnaire. Findings indicate the training provided was effective in increasing teachers' knowledge of teaching science. Teachers who had an increase in science teaching knowledge were also found to feel more efficacious about teaching science after completing the training and an academic year of implementing science lessons in their classrooms. There was not a relationship between teacher demographics and their science-teaching efficacy. This means that the demographics of participants in this study were not influential on teachers' efficacy, but professional development workshops enabled teachers to gain more knowledge about teaching as well as increase their efficacy about teaching science.

Quality Teaching in Science: an Emergent Conceptual Framework

NASA Astrophysics Data System (ADS)

Jordens, J. Zoe; Zepke, Nick

2017-09-01

Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching.
A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

PubMed Central

Godin, Elizabeth A.; Wormington, Stephanie V.; Perez, Tony; Barger, Michael M.; Snyder, Kate E.; Richman, Laura Smart; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa

2015-01-01

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the “fuel” that will power a science and technology–driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers. PMID:26538389
A method of developing and introducing case-based learning to a preclinical veterinary curriculum.

PubMed

Crowther, Emma; Baillie, Sarah

2016-01-01

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the relevance by providing clinical context. The CBL was delivered as whole class sessions in a lecture theatre, as small group teaching facilities were not readily available, co-facilitated by two to four basic scientists and clinicians. Active learning tasks were included by using an audience response system and encouraging discussion. A case template was developed in PowerPoint and then populated by basic science and clinical staff in an iterative design process. Comments from a student focus group informed the design of the case sessions. Feedback collected from students via a survey after the first three cases suggested that CBL was well received and assisted students in integrating material taught in the first year units and was used to further improve the ongoing case design. The project team developed eight cases for Year 1 and is implementing CBL in various formats throughout the curriculum. There was a considerable time commitment in developing each case; however, the use of readily available software and the large group format overcame limitations, including resourcing small group sessions. This article reports a model that could be successfully adapted by other institutions wishing to use CBL to provide clinical context and promote integration of the basic sciences. © 2015 American Association of Anatomists.
Badminton--Teaching Concepts.

ERIC Educational Resources Information Center

Gibbs, Marilyn J.

1988-01-01

Teaching four basic badminton concepts along with the usual basic skill shots allows players to develop game strategy awareness as well as mechanical skills. These four basic concepts are: (1) ready position, (2) flight trajectory, (3) early shuttle contact, and (4) camouflage. (IAH)
Teaching Cell Biology to Nonscience Majors Through Forensics, or How to Design a Killer Course

PubMed Central

Arwood, Laura

2004-01-01

Nonscience majors often do not respond to traditional lecture-only biology courses. However, these students still need exposure to basic biological concepts. To accomplish this goal, forensic science was paired with compatible cell biology subjects. Several topics such as human development and molecular biology were found to fulfill this purpose. Another goal was to maximize the hands-on experience of the nonscience major students. This objective was fulfilled by specific activities such as fingerprinting and DNA typing. One particularly effective teaching tool was a mock murder mystery complete with a Grand Jury trial. Another objective was to improve students' attitudes toward science. This was successful in that students felt more confident in their own scientific abilities after taking the course. In pre/post tests, students answered four questions about their ability to conduct science. All four statements showed a positive shift after the course (p values ranging from .001 to .036, df = 23; n = 24). The emphasis on experiential pedagogy was also shown to increase critical thinking skills. In pre/post testing, students in this course significantly increased their performance on critical thinking assessment tests from 33.3% correct to 45.3% (p = .008, df = 4; n = 24). PMID:15257341
Embryology and histology education in North American dental schools: the Basic Science Survey Series.

PubMed

Burk, Dorothy T; Lee, Lisa M J; Lambert, H Wayne

2013-06-01

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.
Reviews

NASA Astrophysics Data System (ADS)

2008-03-01

WE RECOMMEND Doomsday Men: the Real Dr Strangelove and the Dream of the Superweapon The relationship between scientists and ethics is explored in this fascinating history of superweaponry RAF Real-life Science A CD-ROM that combines physics activities and careers advice Seismology A booklet that covers seismology for the classroom thoroughly Ice, Rock, and Beauty: a Visual Tour of the New Solar System A beautiful book on a beautiful subject Leicester Height Measure A surprisingly multipurpose piece of equipment Learning Science Teaching: Developing a Professional Knowledge Base A study of how to become an expert science teacher Nova 5000EX A tablet PC ready-loaded with all of the software you need Seismometer Modelling Kit A useful and cheap demonstration of seismology Vibration Detector Basic equipment for measuring vibrations is very welcome Seismometer System This more advanced seismology kit is worth the price-tag WEB WATCH Gary Williams trawls the net for Earth science classroom aids
Pluto: Planet or "Dwarf Planet"?

NASA Astrophysics Data System (ADS)

Voelzke, M. R.; de Araújo, M. S. T.

2010-09-01

In August 2006 during the XXVI General Assembly of the International Astronomical Union (IAU), taken place in Prague, Czech Republic, new parameters to define a planet were established. According to this new definition Pluto will be no more the ninth planet of the Solar System but it will be changed to be a "dwarf planet". This reclassification of Pluto by the academic community clearly illustrates how dynamic science is and how knowledge of different areas can be changed and evolves through the time, allowing to perceive Science as a human construction in a constant transformation, subject to political, social and historical contexts. These epistemological characteristics of Science and, in this case, of Astronomy, constitute important elements to be discussed in the lessons, so that this work contributes to enable Science and Physics teachers who perform a basic education to be always up to date on this important astronomical fact and, thereby, carry useful information to their teaching.
Changes in Preservice Elementary Teachers' Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context

ERIC Educational Resources Information Center

Hechter, Richard P.

2011-01-01

This study investigated contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B) among preservice elementary teachers when exposed to a science teaching methods course. Findings revealed that the number of postsecondary…
Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

ERIC Educational Resources Information Center

Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…
Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…
[ANTONIO SCARPA IN HIS FIRST YEARS AT MODENA UNIVERSITY (1772-1776)].

PubMed

Cavarra, Berenice

2015-01-01

Antonio Scarpa undertakes his teacher's role at Modena University (1772) in favourable conditions for disciplines renewals in medicine and carrying out of political and administrative reforms, also affecting health professions. Besides the establishment of basic educational teachings for doctors, surgeons and midwives, the construction of the anatomical theater, the involvement of high education and intellectuals in sciences and humanities in an extensive program of renewal of higher education, the promulgation of ducal provisions aims to rule the practice of medicine, at any level.
Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

NASA Astrophysics Data System (ADS)

Sangueza, Cheryl Ramirez

This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.
Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

NASA Astrophysics Data System (ADS)

Torremorell, Maria Carme Boqué; de Nicolás, Montserrat Alguacil; Valls, Mercè Pañellas

Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students' involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student's incidence on innovation processes at school.
This Is Rocket Science!

NASA Astrophysics Data System (ADS)

Keith, Wayne; Martin, Cynthia; Veltkamp, Pamela

2013-09-01

Using model rockets to teach physics can be an effective way to engage students in learning. In this paper, we present a curriculum developed in response to an expressed need for helping high school students review physics equations in preparation for a state-mandated exam. This required a mode of teaching that was more advanced and analytical than that offered by Estes Industries, but more basic than the analysis of Nelson et al. In particular, drag is neglected until the very end of the exercise, which allows the concept of conservation of energy to be shown when predicting the rocket's flight. Also, the variable mass of the rocket motor is assumed to decrease linearly during the flight (while the propulsion charge and recovery delay charge are burning) and handled simplistically by using an average mass value. These changes greatly simplify the equations needed to predict the times and heights at various stages of flight, making it more useful as a review of basic physics. Details about model rocket motors, range safety, and other supplemental information may be found online at Apogee Components4 and the National Association of Rocketry.5
Teachers' perceptions on primary science teaching

NASA Astrophysics Data System (ADS)

Kijkuakul, Sirinapa

2018-01-01

This qualitative research aimed to review what primary teachers think about how to teach science in rural school contexts. Three primary schools in Thailand were purposively chosen for this study. Eleven primary science teachers of these schools were the research participants. Questionnaires, interviews, and observations were implemented to reveal the primary school teachers' educational backgrounds, science teaching context, and need for self-driven professional development. Content and discourse analysis indicated that the non-science educational background and the science teaching context implied a need for self-driven professional development. The non-science educational background teachers were generally unfamiliar with the current national science curriculum, and that they would not be comfortable when the researcher observed their science teaching practice. They also believed that experimentation was the only one strategy for teaching science, and that the priority for their teaching support was teaching media rather than their understanding of scientific concepts or teaching strategies. As implication of this research, subsequent developments on science teacher profession in rural context, therefore, need to promote teachers' understandings of nature of science and technological and pedagogical content knowledge. In addition, they should be challenged to practice on critically participatory action research for academic growth and professional learning community.
The effect of alternative clinical teaching experience on preservice science teachers' self-efficacy

NASA Astrophysics Data System (ADS)

Klett, Mitchell Dean

The purpose of this study was to compare different methods of alternative clinical experience; family science nights and Saturday science (authentic teaching) against micro-teaching (peer teaching) in terms of self-efficacy in science teaching and teaching self-efficacy. The independent variable, or cause, is teaching experiences (clinical vs. peer teaching); the dependent variable, or effect, is two levels of self-efficacy. This study was conducted at the University of Idaho's main campus in Moscow and extension campus in Coeur d'Alene. Four sections of science methods were exposed to the same science methods curriculum and will have opportunities to teach. However, each of the four sections were exposed to different levels or types of clinical experience. One section of preservice teachers worked with students in a Saturday science program. Another section worked with students during family science nights. The third worked with children at both the Saturday science program and family science nights. The last section did not have a clinical experience with children, instead they taught in their peer groups and acted as a control group. A pre-test was given at the beginning of the semester to measure their content knowledge, teaching self-efficacy and self-efficacy in science teaching. A post-test was given at the end of the semester to see if there was any change in self-efficacy or science teaching self-efficacy. Throughout the semester participants kept journals about their experiences and were interviewed after their alternative clinical teaching experiences. These responses were categorized into three groups; gains in efficacy, no change in efficacy, and drop in efficacy. There was a rise in teaching efficacy for all groups. The mean scores for personal teaching efficacy dropped for the Monday-Wednesday and Tuesday-Thursday group while the both Coeur D'Alene groups remained nearly unchanged. There was no significant change in the overall means for science teaching efficacy for any of the groups. Finally, the mean scores for all groups dropped for personal science teaching efficacy.
Pre-Service Science Teachers' Epistemological Beliefs and Teaching Reforms in Tanzania

ERIC Educational Resources Information Center

Tarmo, Albert

2016-01-01

In an effort to understand why recent initiatives to promote learner-centred pedagogy in science teaching made a little change in the actual teaching practices of science teachers, this study explored pre-service science teachers' beliefs about science knowledge and their teaching practices. Six pre-service science teachers were interviewed to…
The Effect of an Integrated Science and Mathematics Content-Based Course on Science and Mathematics Teaching Efficacy of Preservice Elementary Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Utley, Juliana

2006-01-01

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly…
An integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.

PubMed

Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric

2013-08-12

To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.

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