Making Connections: Where STEM Learning and Earth Science Data Services Meet

NASA Technical Reports Server (NTRS)

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

2016-01-01

STEM (Science, Technology, Engineering, Mathematics) learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth Science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS (Earth Observing System Data Information System) data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems.

Making science accessible through collaborative science teacher action research on feminist pedagogy

NASA Astrophysics Data System (ADS)

Capobianco, Brenda M.

The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action

Identification of indigenous science in the brick-making process through ethnoscience study

NASA Astrophysics Data System (ADS)

Nuroso, H.; Supriyadi; Sudarmin, S.; Sarwi

2018-03-01

This study aims to find indigenous science in making bricks. In the brick-making process there are concepts of science used for generations obtained through local wisdom. This research method is descriptive qualitative by collecting data through interviews on brick-making home industries in Penggaron village of Semarang city and in Welahan village of Jepara. The result of the research indicates that the indigenous science is in the process of making bricks which includes materials composing, printing, drying, burning and brick quality testing. These findings can be integrated in the course of environmental physics.

Nature of Science and Decision-Making

ERIC Educational Resources Information Center

Khishfe, Rola

2012-01-01

The study investigated the relationship of nature of science (NOS) instruction and students' decision-making (DM) related to a controversial socioscientific issue about genetically modified food. Participants were ninth-grade students in four intact sections (two regulars and two honors) in a public high school in the Midwest. All four groups were…

Civic Science for Public Use: Mind in the Making and Vroom

ERIC Educational Resources Information Center

Galinsky, Ellen; Bezos, Jackie; McClelland, Megan; Carlson, Stephanie M.; Zelazo, Philip D.

2017-01-01

Mind in the Making and Vroom are partner initiatives that exemplify a unique "civic science" approach to "bringing developmental science into the world." Mind in the Making offers families and professionals working with children 0-8 access to developmental research, by engaging them in an active process of professional…

Science Teachers' Epistemic Cognition in Instructional Decision Making

ERIC Educational Resources Information Center

Ponnock, Annette R.

2017-01-01

One understudied barrier to science education reform concerns teachers' cognitive processes and how they relate to instructional decision-making. Epistemic cognition--teachers' beliefs about knowledge and knowledge acquisition and goals for their students' knowledge acquisition--could provide important insights into the choices science teachers…

Does STES-Oriented Science Education Promote 10th-Grade Students' Decision-Making Capability?

NASA Astrophysics Data System (ADS)

Levy Nahum, Tami; Ben-Chaim, David; Azaiza, Ibtesam; Herskovitz, Orit; Zoller, Uri

2010-07-01

Today's society is continuously coping with sustainability-related complex issues in the Science-Technology-Environment-Society (STES) interfaces. In those contexts, the need and relevance of the development of students' higher-order cognitive skills (HOCS) such as question-asking, critical-thinking, problem-solving and decision-making capabilities within science teaching have been argued by several science educators for decades. Three main objectives guided this study: (1) to establish "base lines" for HOCS capabilities of 10th grade students (n = 264) in the Israeli educational system; (2) to delineate within this population, two different groups with respect to their decision-making capability, science-oriented (n = 142) and non-science (n = 122) students, Groups A and B, respectively; and (3) to assess the pre-post development/change of students' decision-making capabilities via STES-oriented HOCS-promoting curricular modules entitled Science, Technology and Environment in Modern Society (STEMS). A specially developed and validated decision-making questionnaire was used for obtaining a research-based response to the guiding research questions. Our findings suggest that a long-term persistent application of purposed decision-making, promoting teaching strategies, is needed in order to succeed in affecting, positively, high-school students' decision-making ability. The need for science teachers' involvement in the development of their students' HOCS capabilities is thus apparent.

Field and Experience Influences on Ethical Decision-Making in the Sciences

PubMed Central

Mumford, Michael D.; Connelly, Shane; Murphy, Stephen T.; Devenport, Lynn D.; Antes, Alison L.; Brown, Ryan P.; Hill, Jason H.; Waples, Ethan P.

2009-01-01

Differences across fields and experience levels are frequently considered in discussions of ethical decision-making and ethical behavior. In the present study, doctoral students in the health, biological, and social sciences completed measures of ethical decision-making. The effects of field and level of experience with respect to ethical decision-making, metacognitive reasoning strategies, social-behavioral responses, and exposure to unethical events were examined. Social and biological scientists performed better than health scientists with respect to ethical decision-making. Furthermore, the ethical decision-making of health science students decreased as experience increased. Moreover, these effects appeared to be linked to the specific strategies underlying participants' ethical decision-making. The implications of these findings for ethical decision-making are discussed. PMID:19750129

Knowledge Construction in Computer Science and Engineering When Learning through Making

ERIC Educational Resources Information Center

Charlton, Patricia; Avramides, Katerina

2016-01-01

This paper focuses on a design based research study about STEM (Science, Technology, Engineering and Maths) learning by making through collaboration and production. This study examines learning by making by students to explore STEM using a constructionist approach with a particular focus on computer science and engineering. The use of IoT as a…

The impact of management science on political decision making

NASA Technical Reports Server (NTRS)

White, M. J.

1971-01-01

The possible impact on public policy and organizational decision making of operations research/management science (OR/MS) is discussed. Criticisms based on the assumption that OR/MS will have influence on decision making and criticisms based on the assumption that it will have no influence are described. New directions in the analysis of analysis and in thinking about policy making are also considered.

Linking Space Weather Science and Decision Making (Invited)

NASA Astrophysics Data System (ADS)

Fisher, G. M.

2009-12-01

Linking scientific knowledge to decision making is a challenge for both the science and policy communities. In particular, in the field of space weather, there are unique challenges such as decision makers may not know that space has weather that poses risks to our technologically-dependent economy. Additionally, in an era of limited funds for scientific research, hazards posed by other natural disasters such as flooding and earthquakes are by contrast well known to policy makers, further making the importance of space weather research and monitoring a tough sell. Today, with industries and individuals more dependent on the Global Positioning System, wireless technology, and satellites than ever before, any disruption or inaccuracy can result in severe economic impacts. Therefore, it is highly important to understand how space weather science can most benefit society. The key to connecting research to decision making is to ensure that the information is salient, credible, and legitimate. To achieve this, scientists need to understand the decision makers' perspectives, including their language and culture, and recognize that their needs may evolve. This presentation will take a closer look at the steps required to make space weather research, models, and forecasts useful to decision makers and ultimately, benefit society.

Decision Making, Models of Mind, and the New Cognitive Science.

ERIC Educational Resources Information Center

Evers, Colin W.

1998-01-01

Explores implications for understanding educational decision making from a cognitive science perspective. Examines three models of mind providing the methodological framework for decision-making studies. The "absent mind" embodies the behaviorist research tradition. The "functionalist mind" underwrites traditional cognitivism…

Making Science Relevant

ERIC Educational Resources Information Center

Eick, Charles; Deutsch, Bill; Fuller, Jennifer; Scott, Fletcher

2008-01-01

Science teachers are always looking for ways to demonstrate the relevance of science to students. By connecting science learning to important societal issues, teachers can motivate students to both enjoy and engage in relevant science (Bennet, Lubben, and Hogarth 2007). To develop that connection, teachers can help students take an active role in…

Making sense of shared sense-making in an inquiry-based science classroom: Toward a sociocultural theory of mind

NASA Astrophysics Data System (ADS)

Ladewski, Barbara G.

Despite considerable exploration of inquiry and reflection in the literatures of science education and teacher education/teacher professional development over the past century, few theoretical or analytical tools exist to characterize these processes within a naturalistic classroom context. In addition, little is known regarding possible developmental trajectories for inquiry or reflection---for teachers or students---as these processes develop within a classroom context over time. In the dissertation, I use a sociocultural lens to explore these issues with an eye to the ways in which teachers and students develop shared sense-making, rather than from the more traditional perspective of individual teacher activity or student learning. The study includes both theoretical and empirical components. Theoretically, I explore the elaborations of sociocultural theory needed to characterize teacher-student shared sense-making as it develops within a classroom context, and, in particular, the role of inquiry and reflection in that sense-making. I develop a sociocultural model of shared sense-making that attempts to represent the dialectic between the individual and the social, through an elaboration of existing sociocultural and psychological constructs, including Vygotsky's zone of proximal development and theory of mind. Using this model as an interpretive framework, I develop a case study that explores teacher-student shared sense-making within a middle-school science classroom across a year of scaffolded introduction to inquiry-based science instruction. The empirical study serves not only as a test case for the theoretical model, but also informs our understanding regarding possible developmental trajectories and important mechanisms supporting and constraining shared sense-making within inquiry-based science classrooms. Theoretical and empirical findings provide support for the idea that perspectival shifts---that is, shifts of point-of-view that alter relationships

Making Space Science and Exploration Accessible

NASA Astrophysics Data System (ADS)

Runyon, C. J.; Guimond, K. A.; Hurd, D.; Heinrich, G.

There are currently 28 million hard of hearing and deaf Americans, approximately 10 to 11 million blind and visually impaired people in North America, and more than 50 million Americans with disabilities, approximately half of whom are students. The majority of students with disabilities in the US are required to achieve the same academic levels as their non-impaired peers. Unfortunately, there are few specialized materials to help these exceptional students in the formal and informal settings. To assist educators in meeting their goals and engage the students, we are working with NASA product developers, scientists and education and outreach personnel in concert with teachers from exceptional classrooms to identify the types of materials they need and which mediums work best for the different student capabilities. Our goal is to make the wonders of space science and exploration accessible to all. As such, over the last four years we have been hosting interactive workshops, observing classroom settings, talking and working with professional educators, product developers, museum and science center personnel and parents to synthesize the most effective media and method for presenting earth and space science materials to audiences with exceptional needs. We will present a list of suggested best practices and example activities that can help engage and encourage a person with special needs to study the sciences, technology, engineering, and mathematics.

Family Sense-Making Practices in Science Center Conversations

ERIC Educational Resources Information Center

Zimmerman, Heather Toomey; Reeve, Suzanne; Bell, Philip

2010-01-01

In this paper, we examine the interactional ways that families make meaning from biological exhibits during a visit to an interactive science center. To understand the museum visits from the perspectives of the families, we use ethnographic and discourse analytic methods, including pre- and postvisit interviews, videotaped observations of the…

Integrated EPA Science for Decision-Making: Lawrence, MA Water Strategy

EPA Science Inventory

Powerpoint presentation on the Lawrence MA Making a Visible Difference in Communities project’s comprehensive water quality strategy, demonstrating a systems approach applying integrated EPA science

Adults' Decision-Making about the Electronic Waste Issue: The Role of the Nature of Science Conceptualizations and Moral Concerns in Socio-Scientific Decision-Making

ERIC Educational Resources Information Center

Yu, Yuqing

2010-01-01

Socio-scientific issues have become increasingly important in Science-Technology-Society (STS) education as a means to make science learning more relevant to students' lives. This study used the e-waste issue as a context to investigate two aspects of socio-scientific decision-making: (1) the relationship between the nature of science (NOS)…

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

NASA Astrophysics Data System (ADS)

Luengam, Piyanuch; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

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

Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education?

NASA Astrophysics Data System (ADS)

Meacham, Colleen

As technology and our world understanding develop, we will need citizens who are able to ask and answer questions that have not been thought of yet. Currently, high school and college graduates entering the workforce demonstrate a gap in their ability to develop unique solutions and fill the current technology-driven jobs. To address this gap, science needs to be prioritized early in children's lives. The focus of this research was to analyze a science training program that would help pre-school teachers better understand Mind in the Making life skills, the nature of science, science practices, and improve their self-efficacy integrating science education into their classrooms and curriculum. Seventy-one teachers enrolled in two three-day, professional development trainings that were conducted over three, five-hour sessions approximately one month apart... During that training the teachers learned hands-on activities for young children that introduced life and physical science content. They were also given the task of developing and implementing a science-based lesson for their students and then analyzing it with other participants. The information from the lesson plans was collected for analysis. After the last training the teachers were given a pre/post retrospective survey to measure effective outcomes. The results from the lesson plans and surveys indicate that the trainings helped improve the teachers' understanding of Mind in the Making, the nature of science, and science practices. The results also show that the teachers felt more comfortable integrating science education into their classrooms and curriculum.

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

NASA Astrophysics Data System (ADS)

Brkich, Katie Lynn

2014-03-01

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

The Business of Co-Production: Assessing Efforts to Bridge Science and Decision-Making for Adaptation in California

NASA Astrophysics Data System (ADS)

Webber, S.; MacDonald, G. M.

2016-12-01

The last decades have seen scholars argue for a greater integration of science and decision-making in order to more effectively respond to climate change. It has been suggested that overcoming the gap between science, on the one hand, and policy-making and management, on the other, requires building bridges through methods of co-production, creating actionable science, or through boundary organizations. In this paper, we review attempts at co-production for policy-making and management in the context of climate change adaptation in California. Building on field research, including numerous interviews conducted with scientists and decision-makers who are co-producers of adaptation projects, we make three arguments. First, we show that an emphasis on co-production and science-informed climate change adaptation decision-making has bolstered a contract-oriented, and decentralized network-based model of producing climate science. Second, reviewing successes and failures in co-production - as reported in interviews - indicates that it is principally in cases of neatly defined, and spatially and temporarily narrow decision-making contexts, and with highly motivated decision-makers, that climate science is used. Finally, we suggest that the ideas of co-production and actionable science may have increased the institutional and organizational burden at the science-decision interface, lengthening the boundary-organization-chain rather than necessarily facilitating adaptive policy-making and management.

Bringing science to the table: Case studies in science-informed decision making on climate change and beyond

NASA Astrophysics Data System (ADS)

Goldman, G. T.; Phartiyal, P.; Mulvey, K.

2016-12-01

Federal government officials often rely on the research and advice of scientists to inform their decision making around climate change and other complex topics. Decision makers, however, are constrained by the time and accessibility needed to obtain and incorporate scientific information. At the same time, scientists have limited capacity and incentive to devote significant time to communicating their science to decision makers. The Union of Concerned Scientists has employed several strategies to produce policy-relevant scientific work and to facilitate engagement between scientists and decision makers across research areas. This talk will feature lessons learned and key strategies for science-informed decision making around climate change and other areas of the geosciences. Case studies will include conducting targeted sea level rise studies to inform rulemaking at federal agencies, bringing science to policy discussions on hydraulic fracturing, and leveraging the voice of the scientific community on specific policy proposals around climate change disclosure of companies. Recommendations and lessons learned for producing policy-relevant science and effectively communicating it with decision makers will be offered.

Sense about Science--"Making Sense of Radiation" and Understanding Peer Review

ERIC Educational Resources Information Center

Sierra, Leonor

2011-01-01

Sense About Science is a UK-based charitable trust that equips people to make sense of science and of evidence on issues that matter to society. It was set up in 2003 in response to newspaper front pages being full of headlines about mobile phones "frying your brain", genetically modified "Frankenstein foods", the MMR vaccine,…

Reflective Scientific Sense-Making Dialogue in Two Languages: The Science in the Dialogue and the Dialogue in the Science

ERIC Educational Resources Information Center

Ash, Doris

2004-01-01

In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown…

Enhancing the role of science in the decision-making of the European Union.

PubMed

Allio, Lorenzo; Ballantine, Bruce; Meads, Richard

2006-02-01

Used well, science provides effective ways of identifying potential risks, protecting citizens, and using resources wisely. It enables government decisions to be based on evidence and provides a foundation for a rule-based framework that supports global trade. To ensure that the best available science becomes a key input in the decisions made by EU institutions, this abridged version of a working paper produced for the European Policy Centre, a leading, independent think tank, considers how science is currently used in the policy and decision-making processes of the EU, what the limitations of scientific evidence are, and how a risk assessment process based on scientific 'good practices' can be advantageous. Finally, the paper makes recommendations on how to improve the use of science by EU institutions.

Constructive Use of Authoritative Sources in Science Meaning-Making

ERIC Educational Resources Information Center

Yeo, Jennifer; Tan, Seng Chee

2010-01-01

Researchers are skeptical about the role of authoritative sources of information in a constructivist learning environment for fear of usurping students' critical thinking. Taking a social semiotics perspective in this study, authoritative sources are regarded as inscriptions of cultural artifacts, and science learning involves meaning-making of…

Making USGS Science Data more Open, Accessible, and Usable: Leveraging ScienceBase for Success

NASA Astrophysics Data System (ADS)

Chang, M.; Ignizio, D.; Langseth, M. L.; Norkin, T.

2016-12-01

In 2013, the White House released initiatives requiring federally funded research to be made publicly available and machine readable. In response, the U.S. Geological Survey (USGS) has been developing a unified approach to make USGS data available and open. This effort has involved the establishment of internal policies and the release of a Public Access Plan, which outlines a strategy for the USGS to move forward into the modern era in scientific data management. Originally designed as a catalog and collaborative data management platform, ScienceBase (www.sciencebase.gov) is being leveraged to serve as a robust data hosting solution for USGS researchers to make scientific data accessible. With the goal of maintaining persistent access to formal data products and developing a management approach to facilitate stable data citation, the ScienceBase Data Release Team was established to ensure the quality, consistency, and meaningful organization of USGS data through standardized workflows and best practices. These practices include the creation and maintenance of persistent identifiers for data, improving the use of open data formats, establishing permissions for read/write access, validating the quality of standards compliant metadata, verifying that data have been reviewed and approved prior to release, and connecting to external search catalogs such as the USGS Science Data Catalog (data.usgs.gov) and data.gov. The ScienceBase team is actively building features to support this effort by automating steps to streamline the process, building metrics to track site visits and downloads, and connecting published digital resources in line with USGS and Federal policy. By utilizing ScienceBase to achieve stewardship quality and employing a dedicated team to help USGS scientists improve the quality of their data, the USGS is helping to meet today's data quality management challenges and ensure that reliable USGS data are available to and reusable for the public.

Contemporary Science and Worldview-Making

NASA Astrophysics Data System (ADS)

Cordero, Alberto

2009-06-01

This paper discusses the impact of contemporary scientific knowledge on worldviews. The first three sections provide epistemological background for the arguments that follow. Sections 2 and 3 discuss the reliable part of science, specifically the characterization, scope and limits of the present scientific canon. Section 4 deals with the mode of thinking responsible for both the canon’s credibility and its power to guide speculative activity. With these preliminaries in place, the remainder of the paper addresses the issue of tolerance to “alternative perspectives”. The analyses in this part focus on the extent to which mature scientific thought embodies open-mindedness, with pluralism and competition between perspectives as central themes. I argue for four related claims, concerning scientific literacy, the impact of the canon on rational speculation, the limits of scientific pluralism, and the popular idea that recent forms of “scientific (natural) theology” have rational merit and can help worldview-making in our age, respectively: (C1) Which theories and narratives (or parts of them) belong in the scientific canon, and whether they are worldview independent, are matters contingent upon the state of knowledge—not something one can convincingly determine on metascientific or transcendental insight. (C2) The current scientific canon and its associated methodology provide research with strong directionality, often against popular currents. (C3) Current science does marginalize some views dear to many people. (C4) Although natural theology “officially” purports to embody scientific methodology, all it presently has on offer are poorly thought out ventures embodying (at best) only relaxed versions of that methodology; if so, the relationship between current projects in natural theology and science cannot (without begging the question) be reasonably described as one of “partial overlap”, “mutual modification”, or “ongoing complementarity”.

Making Science Work.

ERIC Educational Resources Information Center

Thomas, Lewis

1981-01-01

Presents a viewpoint concerning the impact of recent scientific advances on society. Discusses biological discoveries, space exploration, computer technology, development of new astronomical theories, the behavioral sciences, and basic research. Challenges to keeping science current with technological advancement are also discussed. (DS)

Research implications of science-informed, value-based decision making.

PubMed

Dowie, Jack

2004-01-01

In 'Hard' science, scientists correctly operate as the 'guardians of certainty', using hypothesis testing formulations and value judgements about error rates and time discounting that make classical inferential methods appropriate. But these methods can neither generate most of the inputs needed by decision makers in their time frame, nor generate them in a form that allows them to be integrated into the decision in an analytically coherent and transparent way. The need for transparent accountability in public decision making under uncertainty and value conflict means the analytical coherence provided by the stochastic Bayesian decision analytic approach, drawing on the outputs of Bayesian science, is needed. If scientific researchers are to play the role they should be playing in informing value-based decision making, they need to see themselves also as 'guardians of uncertainty', ensuring that the best possible current posterior distributions on relevant parameters are made available for decision making, irrespective of the state of the certainty-seeking research. The paper distinguishes the actors employing different technologies in terms of the focus of the technology (knowledge, values, choice); the 'home base' mode of their activity on the cognitive continuum of varying analysis-to-intuition ratios; and the underlying value judgements of the activity (especially error loss functions and time discount rates). Those who propose any principle of decision making other than the banal 'Best Principle', including the 'Precautionary Principle', are properly interpreted as advocates seeking to have their own value judgements and preferences regarding mode location apply. The task for accountable decision makers, and their supporting technologists, is to determine the best course of action under the universal conditions of uncertainty and value difference/conflict.

Carbon Cycle Science in Support of Decision-Making

NASA Astrophysics Data System (ADS)

Brown, M. E.; West, T. O.; McGlynn, E.; Gurwick, N. P.; Duren, R. M.; Ocko, I.; Paustian, K.

2016-12-01

There has been an extensive amount of basic and applied research conducted on biogeochemical cycles, land cover change, watershed to earth system modeling, climate change, and energy efficiency. Concurrently, there continues to be interest in how to best reduce net carbon emissions, including maintaining or augmenting global carbon stocks and decreasing fossil fuel emissions. Decisions surrounding reductions in net emissions should be grounded in, and informed by, existing scientific knowledge and analyses in order to be most effective. The translation of scientific research to decision-making is rarely direct, and often requires coordination of objectives or intermediate research steps. For example, complex model output may need to be simplified to provide mean estimates for given activities; biogeochemical models used for climate change prediction may need to be altered to estimate net carbon flux associated with particular activities; or scientific analyses may need to aggregate and analyze data in a different manner to address specific questions. In the aforementioned cases, expertise and capabilities of researchers and decision-makers are both needed, and early coordination and communication is most effective. Initial analysis of existing science and current decision-making needs indicate that (a) knowledge that is co-produced by scientists and decision-makers has a higher probability of being usable for decision making, (b) scientific work in the past decade to integrate activity data into models has resulted in more usable information for decision makers, (c) attribution and accounting of carbon cycle fluxes is key to using carbon cycle science for decision-making, and (d) stronger, long-term links among research on climate and management of carbon-related sectors (e.g., energy, land use, industry, and buildings) are needed to adequately address current issues.

Sharing Ideas: Making Earth and Space Science Accessible

NASA Astrophysics Data System (ADS)

Runyon, C. J.; Guimond, K.; Atkinson, C.

2005-12-01

There are nearly six million K-12 students with some form of disability in the U.S. and the majority of them are required to achieve the same academic levels as their non-impaired peers. Historically, students with disabilities have experienced difficulties in fully accessing and participating in middle school and high school science programs. With the passage of the No Child Left Behind (NCLB) Act and increasing focus on reading and math performance, many students with exceptional needs are now being taught science by mainstream science teachers, who have little to no training on how to work with students with exceptional needs. For the past 5 years, SERCH has engaged in organizing and hosting a series of Exceptional Space Science Materials for Exceptional Students Workshops (ENWS) focused on educating students with special needs about the space sciences. Each workshop has focused on a different aspect of formal and informal education and working with the various special needs. In all of these workshops, participants experience what a person or student with special needs might encounter when working through educational activities or exhibits by experiencing it first-hand. In addition to making many of NASA's education materials accessible for all learners, a top-ten list of "best practices" has been compiled by the professional educators as a result of our working together for five years and their formal and informal educational experiences.

Making connections: Where STEM learning and Earth science data services meet

NASA Astrophysics Data System (ADS)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

2016-12-01

STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

Toward making the invisible visible: Studying science teaching self-efficacy beliefs

NASA Astrophysics Data System (ADS)

Perkins, Catherine J.

This dissertation consists of two articles to be submitted for publication. The first, a literature review, makes visible common influences on science teaching self-efficacy beliefs and also points to potentially invisible validation concerns regarding the instrument used. The second investigates the participants' invisible science teaching self-efficacy beliefs and, through the use of a more focused interview, makes those beliefs visible. Science teaching self-efficacy beliefs are science teachers' perceptions of their abilities to teach science effectively. The construct "teaching self-efficacy" originated in social cognitive theory (Bandura, 1977). The first article reviews the mixed results from teaching self-efficacy research in science contexts. The review focuses upon factors that facilitate or inhibit the development of self-efficacy beliefs among science teachers across stages of their careers. Although many studies of science teaching self-efficacy beliefs have utilized the Science Teaching Efficacy Belief Instrument - STEBI (Enochs & Riggs, 1990; Riggs & Enochs, 1990), this review also includes non-STEBI studies in order to represent diverse lines of research methodology. The review's findings indicate that antecedent factors such as science activities in and out of school, teacher preparation, science teaching experiences and supportive job contexts are significant influences on the development of science teaching self-efficacy beliefs. The review also indicates that the majority of these studies are short term and rely on a single STEBI administration with the collection of antecedent/demographic and/or interview data. The second article documents a study that responded to the above literature review findings. This study utilized multiple STEBI administrations during the preservice and beginning year of teaching for two science teachers. Rather than general questions, these participants were asked item specific, yet open-ended, questions to determine

Constructive Use of Authoritative Sources in Science Meaning-making

NASA Astrophysics Data System (ADS)

Yeo, Jennifer; Chee Tan, Seng

2010-09-01

Researchers are skeptical about the role of authoritative sources of information in a constructivist learning environment for fear of usurping students' critical thinking. Taking a social semiotics perspective in this study, authoritative sources are regarded as inscriptions of cultural artifacts, and science learning involves meaning-making of these cultural artifacts. In studying the meaning-making process of a group of students doing problem-based learning (PBL), our findings show that authoritative sources played an important role in deepening and expanding students' scientific knowledge. We also found that constructive use of authoritative sources involves interpretation of meaning in context. This structural coupling of authoritative sources and context for meaningful sense-making has to be taken into consideration in the design of learning environment.

PREFACE: The Science of Making Torque from Wind 2012

NASA Astrophysics Data System (ADS)

2014-12-01

The European Academy of Wind Energy (eawe) was pleased to announce its 4th scientific conference The Science of Making Torque from Wind. Predecessors have successfully been arranged in Delft, The Netherlands (2004), Lyngby, Denmark (2007) and Heraklion, Greece (2010). During the years the Torque Conference has established itself as Europe's leading scientific wind energy conference. The 2012 edition had been organized in the same tradition. More than 300 experts from academia and industry discussed the latest results and developments in fundamental and applied wind energy research, making this Science of Making Torque from Wind conference the largest one to that date. The seven keynote lectures provided the delegates with a unique overview on the state-of-the-art of science and technology. In over twenty sessions the participants discussed the most recent results in wind energy research. From numerical models to sophisticated experiments, from flow optimizations to structural designs, the numerous presentations covered a huge spectrum of ongoing scientific activities. The proceedings of the Torque 2012 combine the 110 papers that have passed the review process. We would like to thank all those who have been involved in organizing the conference and putting together these proceedings, including keynote speakers, session chairs and the enormous amount of reviewers involved. We are especially grateful to Gijs van Kuik for his untiring support. We also deeply appreciate the logistical support and technical services of the University of Oldenburg and the financial support of the State of Lower Saxony. At IOP we would like to thank Anete Ashton for her continuous encouraging support. We are looking forward to all future Torque Conferences, offering an excellent platform for the exchange of the latest and greatest scientific developments in the field of wind energy. Oldenburg, Germany, October 2014 Elke Seidel, Detlev Heinemann, Martin Kühn, Joachim Peinke and Stephan

From Aristotle to Today: Making the History and Nature of Science Relevant

ERIC Educational Resources Information Center

Sterling, Donna R.

2009-01-01

Students connect to science in multiple ways. For some students, learning how real people have developed and defended their scientific ideas makes science relevant and interesting. Tracking the changes in scientific thought over time can be fascinating for students as they see how scientists based their growing understanding on empirical data that…

Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter

ERIC Educational Resources Information Center

Carlone, Heidi B.

2017-01-01

Bent Flyvbjerg (2001), in his book "Making Social Science Matter: Why Social Inquiry Fails and How It Can Succeed Again," argues that social science's aims and methods are currently, and perhaps always will be, ill suited to the type of cumulative and predictive theory that characterizes inquiry and knowledge generation in the natural…

Making Science Whole Again: The Role of Academia

NASA Astrophysics Data System (ADS)

Lubchenco, J.

2006-12-01

Science in the 21st Century has become increasingly fragmented, not in the usual sense of disciplinary divisions, but with increased specialization in the discovery, teaching, public communication and application aspects of new knowledge. As in the infamous `telephone game', messages passed along through multiple parties, risk distortion. More insidiously, without active and effective checks and balances along the way, information can be and is being deliberately distorted, completely altered, or used selectively. Science, of course, is not the only basis for decision-making; values, politics, economics and other factors should also be considered. Nonetheless, a key role of science is to inform decision-making (not to drive it exclusively). The importance of citizens and leaders having access to accurate scientific information and knowledge is so essential to human well-being that new mechanisms must be found to ensure the integrity of scientific information. Among the multiple changes that are needed to achieve this goal, many of which will be explored in this session, one pertains specifically to the academic scientific community. That change entails growing and supporting stellar scientists who participate directly in discovery AND public communication of knowledge. More scientists whose primary jobs are research and teaching could and should also be actively involved in sharing new knowledge with non-scientists. The public expects this to happen but academia gives it lip service at best. Having more scientists who can communicate scientific knowledge that is understandable, relevant, useable, current and credible to non-technical audiences is a key (though far from the only) factor in protecting the integrity of science. The Aldo Leopold Leadership Program now based at Stanford University's Woods Institute for the Environment is a program that trains tenured, academic environmental scientists to communicate effectively with politicians, business people, the

Science Teacher Decision-Making in a Climate of Heightened Accountability: A Rhizomatic Case Study Analysis of Two Science Departments in New York City

NASA Astrophysics Data System (ADS)

Purohit, Kiran Dilip

Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers' beliefs about science, their understandings of school-level accountability and testing measures, and their perspectives on the adolescent students they teach. This study addresses the need to understand how teachers consider multiple forces in their enactment of science curriculum. The purpose of this study was to explore the ways that discourses around accountability, science, and science education emerge in the narratives around teachers' decision-making in secondary science classrooms. Using a case study approach, I worked at two school sites with two pairs of science teachers. We established criteria for critical incidents together, then teachers identified critical decision-making moments in their classrooms. We analyzed those incidents together using a consultancy protocol, allowing teachers to focus their thinking on reframing the incidents and imagining other possible outcomes. Using post-structuralist rhizomatics, I assembled analyses of teachers' discussions of the critical incidents in the form of dramatization--scenes and monologues. I then developed two major interpretive strands. First, I connected teachers' sense of having "no time" to blocs of affect tied to larger discourses of national security, teacher accountability, and the joy of scientific discovery. Second, I demonstrated how teachers' concern in following logical pathways and sequences in science relates to the imposition of accountability measures that echo the outcomes-driven logic of the learning sciences. Across both interpretations, I found accountability to be complex, multidirectional, and unpredictable in how it works on and through teachers as they make decisions. Research in this area has

Phys FilmMakers: teaching science students how to make YouTube-style videos

NASA Astrophysics Data System (ADS)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

The Promise and the Promises of Making in Science Education

ERIC Educational Resources Information Center

Bevan, Bronwyn

2017-01-01

"Making" is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both…

Preservice Elementary Teachers Increase Descriptive Science Vocabulary by Making Descriptive Adjective Object Boxes

ERIC Educational Resources Information Center

Rule, Audrey C.; Crisafulli, Sherry; DeCare, Heather; DeLeo, Tonya; Eastman, Keri; Farrell, Liz; Geblein, Jennifer; Gioia, Chelsea; Joyce, Ashley; Killian, Kali; Knoop, Kelly; LaRocca, Alison; Meyer, Katie; Miller, Julianne; Roth, Vicki; Throo, Julie; Van Arsdale, Jim; Walker, Malissa

2007-01-01

Descriptive vocabulary is needed for communication and mental processing of science observations. Elementary preservice teachers in a science methods class at a mid-sized public college in central New York State increased their descriptive vocabularies through a course assignment of making a descriptive adjective object box. This teaching material…

The role of analytical science in natural resource decision making

NASA Astrophysics Data System (ADS)

Miller, Alan

1993-09-01

There is a continuing debate about the proper role of analytical (positivist) science in natural resource decision making. Two diametrically opposed views are evident, arguing for and against a more extended role for scientific information. The debate takes on a different complexion if one recognizes that certain kinds of problem, referred to here as “wicked” or “trans-science” problems, may not be amenable to the analytical process. Indeed, the mistaken application of analytical methods to trans-science problems may not only be a waste of time and money but also serve to hinder policy development. Since many environmental issues are trans-science in nature, then it follows that alternatives to analytical science need to be developed. In this article, the issues involved in the debate are clarified by examining the impact of the use of analytical methods in a particular case, the spruce budworm controversy in New Brunswick. The article ends with some suggestions about a “holistic” approach to the problem.

Catch a Raindrop! Science Makes Sense Integrating across the Curriculum.

ERIC Educational Resources Information Center

Gleason, Donna; Watten, Cynthia

A thematic approach provides the best opportunity for children to discover the linkage among science, mathematics, and language arts. This document explores the water cycle. Investigations are divided into six key areas: (1) comparing the size of raindrops; (2) learning to measure rain; (3) making rainbows; (4) exploring the principles of…

Fire science application and integration in support of decision making

Treesearch

Tom Zimmerman

2011-01-01

Wildland fire management in the United States has historically been a challenging and complex program governed by a multitude of factors including situational status, objectives, operational capability, science and technology, and changes and advances in all these factors. The improvement and advancement of risk-informed decision making has the potential to improve...

Science communication: a career where PhDs can make a difference

PubMed Central

Irion, Robert

2015-01-01

Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science more fully through an ever-evolving array of stories. A doctoral degree can confer distinct advantages in the eyes of prospective editors and employers. Here I describe those advantages, possible career directions, and steps toward making such a transition. PMID:25678584

Complexity science and participation in decision making among Taiwanese nurses.

PubMed

Liu, Yi

2008-04-01

The perspective of interconnection in complexity science is used to examine the concept of participation in decision making among Taiwanese nurses in the context of Chinese communication culture. Participation in decision making among nurses has been widely discussed and tested in the Western healthcare systems. Many studies have shown that participation in decision making relates to nurses' autonomy, job satisfaction and quality of care. However, participation in decision making has not been fully discussed in Taiwan's nursing community. In a different cultural environment, participation in decision making may have different effects. The concept of participation in decision making is analysed in three facets of Chinese communication culture: (1) hierarchical social relationship; (2) harmony maintenance; and (3) insider effects. Key issues Taiwanese nurses might establish different levels of participation and need to use different strategies to enhance participation in decision making for desired outcomes. While applying participation in decision making in a different context, it is very important to consider the social and cultural differences. Two implications are made. First, nursing leaders/managers who are working with a multicultural team should be aware of the cultural difference in the pattern of interaction in the process of participation in decision making. Second, leaders/managers should be creative and try to apply different strategies to encourage staff's participation in decision making.

Science Teacher Decision-Making in a Climate of Heightened Accountability: A Rhizomatic Case Study Analysis of Two Science Departments in New York City

ERIC Educational Resources Information Center

Purohit, Kiran Dilip

2017-01-01

Secondary science teachers make many daily decisions in the enactment of curriculum. Although curriculum materials are widely available to address science content, practices, and skills, the consideration that goes into deciding how and whether to use such materials is complicated by teachers' beliefs about science, their understandings of…

"Supporting" Beginning Secondary Science Teachers through Induction: A Multi-Case Study of Their Meaning Making and Identities

ERIC Educational Resources Information Center

Webb, Angela W.

2012-01-01

The purpose of this study was to explore the induction experiences of beginning secondary science teachers, including their afforded and enacted identities-in-practice and their meaning making. I applied a model of identities and meaning making that considered the iterative nature of the (a) normative science teacher identities afforded by…

Making Science Come Alive.

ERIC Educational Resources Information Center

Whitford, Dennis J.; Eisman, Greg A.

1997-01-01

The U.S. Naval Academy oceanography major is bucking the nationwide trend toward declining enrollments in science majors study tracks. Nontraditional approaches used include interdisciplinary and applied science, significant instructor experience in applying the major outside academia, hands-on laboratories in all classes, and an oceanography…

Decision Making for the Environment: Social and Behavioral Science Research Priorities

ERIC Educational Resources Information Center

Brewer, Garry D., Ed.; Stern, Paul C., Ed.

2005-01-01

With the growing number, complexity, and importance of environmental problems come demands to include a full range of intellectual disciplines and scholarly traditions to help define and eventually manage such problems more effectively. "Decision Making for the Environment: Social and Behavioral Science Research Priorities" is the result…

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

PubMed

Proctor, Robert W; Chen, Jing

2015-08-01

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

Enabling and Encouraging Transparency in Earth Science Data for Decision Making

NASA Astrophysics Data System (ADS)

Abbott, S. B.

2010-12-01

Our ability to understand, respond, and make decisions about our changing planet hinges on timely scientific information and situational awareness. Information and understanding will continue to be the foundations of decision support in the face of uncertainty. Over the last 40 years, investments in Earth observations have brought remarkable achievements in weather prediction, disaster prediction and response, land management, and our broad base of Earth science knowledge. The only way to know what is happening to our planet and to manage our resources wisely is to measure it, This means tracking changes decade after decade and reanalyzing the record in light of new insights, technologies, and methodologies. In order to understand and respond to climate change and other global challenges, there is a need for a high degree of transparency in the publication, management, traceability, and citability of science data, and particularly for Earth science data. In addition, it is becoming increasingly important that free, open, and authoritative sources of quality data are available for peer review. One important focus is on applications and opportunities for enhancing data exchange standards for use with Earth science data. By increasing the transparency of scientific work and providing incentives for researchers and institutions to openly share data, we will more effectively leverage the scientific capacity of our Nation to address climate change and to meet future challenges. It is an enormous challenge to collect, organize, and communicate the vast stores of data maintained across the government. The Administration is committed to moving past these barriers in providing the American public with unprecedented access to useful government data, including an open architecture and making data available in multiple formats. The goal is to enable better decision-making, drive transparency, and to help power innovation for a stronger America. Whether for a research project

Linking science and decision making to promote an ecology for the city: practices and opportunities

Treesearch

Morgan Grove; Daniel L. Childers; Michael Galvin; Sarah J. Hines; Tischa Munoz-Erickson; Erika S. Svendsen

2016-01-01

To promote urban sustainability and resilience, there is an increasing demand for actionable science that links science and decision making based on social–ecological knowledge. Approaches, frameworks, and practices for such actionable science are needed and have only begun to emerge. We propose that approaches based on the co- design and co- production of knowledge...

A role of decision-making competency in science learning utilizing a social valuation framework

NASA Astrophysics Data System (ADS)

Katsuo, Akihito

2005-11-01

The role of decision-making in learning performance has been an occasional topic in the research literature in science education, but rarely has it been a central issue in the field. Nonetheless, recent studies regarding the topic in several fields other than education, such as cognitive neuroscience and social choice theory, indicate the fundamental importance(s) of the topic. This study focuses on a possible role of decision-making in science learning. Initially the study was designed to probe the decision-making ability of elementary school children with a modified version of the Iowa Gambling Task (IGT). The experiment involved six Montessori 3rd and 4th grade students as the experimental group and eight public school 3rd and 4th grade students as the control group. The result of the modified IGT revealed a tendency in choice trajectories favoring children at the Montessori school. However, the probabilistic value went below the statistically significant level set by the U test. A further study focused on the impact of better decision-making ability revealed in the first experiment on performances with a science learning module that emphasized collective reasoning. The instruction was based on a set of worksheets with multiple choices on which students were asked to make predictions with and to provide supportive arguments regarding outcomes of experiments introduced in the worksheet. Then the whole class was involved with a real experiment to see which choice was correct. The findings in the study indicated that the Montessori students often obtained higher scores than non-Montessori students in making decision with a tendency of consistency in terms of their choices of the alternatives on the worksheets. The findings of the experiments were supported by a correlational analysis that was performed at the end of study. Although no statistically significant correlations were found, there was a tendency for positively associative shifts between the scores of the

Naturalistic decision making in forensic science: toward a better understanding of decision making by forensic team leaders.

PubMed

Helsloot, Ira; Groenendaal, Jelle

2011-07-01

This study uses the naturalistic decision-making (NDM) perspective to examine how Dutch forensic team leaders (i.e., the officers in charge of criminal forensic research from the crime scene until the use of laboratory assistance) make decisions in real-life settings and identifies the contextual factors that might influence those decisions. First, a focus group interview was conducted to identify four NDM mechanisms in day-to-day forensic decision making. Second, a serious game was conducted to examine the influence of three of these contextual mechanisms. The results uncovered that forensic team leaders (i) were attracted to obtain further information when more information was initially made available, (ii) were likely to devote more attention to emotionally charged cases, and (iii) used not only forensic evidence in the decision making but also tactical, unverified information of the police inquiry. Interestingly, the measured contextual influences did not deviate significantly from a control group of laypeople. © 2011 American Academy of Forensic Sciences.

The missing link: Creating science policies that facilitate the use of research in environmental and water-related decision-making

NASA Astrophysics Data System (ADS)

Dilling, L.; Pielke, R.; Sarewitz, D.

2005-12-01

Despite all good intentions, it is clear that science intended to serve decision making needs often fails to achieve that purpose. The aftermath of Hurricane Katrina provides a recent, tragic example. The reasons for failures of science to support decision making are varied. Researchers studying forecasts of climate variability have found, for example, cases where information provided is not needed; information is needed but not provided; information lacks regional specificity; information is provided in an inaccessible form; poor communication exists between potential users and providers; there is a lack of trust in information or deliverers; institutional constraints prevent use of new information; and so on. Traditional science policies have institutionalized the separation of the conduct of science from its application and use. It is clear that as long as such a separation, reinforced by tradition, institution and culture, is the dominant paradigm of science policies, the efficient and effective use of science in environmental and water-related decision making will be hampered. We introduce here a research methodology for examining the decision making involved in setting science policies for research aimed at being useful. Based on the economic concept, the notion of "reconciling supply and demand" for information offers a framework for identifying missed opportunities where science policies can be adjusted to improve the usefulness of a given research portfolio. We present results from a case study focused on internal science policies and decision making within the Regional Integrated Sciences and Assessments (RISA) projects. The RISA program aims to "expand the range of choices available to private and public communities in a region, by...enabling practical decisions...using research-based knowledge" and so provides an excellent opportunity for harvesting lessons for creating usable science.

[The role of science in policy making--EuSANH-ISA project, framework for science advice for health].

PubMed

Cianciara, Dorota; Piotrowicz, Maria; Bielska-Lasota, Magdalena; Wysocki, Mirosław J

2012-01-01

Governments and other authorities (including MPs) should be well informed on issues of science and technology. This is particularly important in the era of evidence-based practice. This implies the need to get expert advice. The process by which scientific knowledge is transmitted, along with proposals how to solve the problem, is called science advice. The main aim of the article is to discuss the issue of science advice--definitions, interaction between science and policymaking, and its position in contemporary policies. The second aim is to present European Science Advisory Network for Health (EuSANH), EuSANH-ISA project, and framework for science advice for health which was developed by participants. Furthermore, the role of civil society in decision-making process and science advice is also discussed. Interaction between scientists and policy-makers are described in terms of science-push approach (technocratic model), policy-pull (decisionistic) and simultaneous push-pull approach (pragmatic). The position of science advice is described in historical perspective from the 50s, especially in the last two decades. Description relies to USA, Canada and UK. Principles of scientific advice to government (Government Office for Science, UK) are quoted. Some important documents related to science advice in EU and UN are mentioned. EuSANH network is described as well as EuSANH-ISA project, with its objectives and outcomes. According to findings of this project, the process of science advice for health should follow some steps: framing the issue to be covered; planning entire process leading to the conclusion; drafting the report; reviewing the report and revision; publishing report and assessing the impact on policy.

Public Knowledge, Private Minds: Meaning Making on the Pathways of Science Communication

NASA Astrophysics Data System (ADS)

Davis, Pryce R.

Every day people are inundated with news reports about the latest scientific research. The ways in which these texts enlighten or misinform the general public is a central question in both the research literature and discussions in popular culture. However, both research and popular discussion often take on deficit views of these texts, and the capabilities of readers to critically engage with them, and treat them as static, one-way conduits that transfer information to a passive audience. In contrast, I advocate treating popular science texts as the result of a chain of consumption and production that are actively shaped by the varied perspectives of scientists, communicators, and members of the general public. My work envisions all of these actors as science learners who simultaneously act as both producers and consumers of science, and who interact with one another through in-the-moment meaning making. This dissertation examines how the meaning of scientific research is filtered and transformed in moments of interaction and knowledge construction as it moves along this pathway of science communication from scientists to the general public. I present the results of a study that attempts to follow pieces of recent scientific research as they work their way from scientists to publication as popular science news stories, and ultimately to the public. To that end, I collected data from three types of actors involved in the paths of science communication, as well as the texts they read and generate. These actors include (1) the scientists who performed the research, (2) the reporters tasked with writing about it for popular dissemination, and (3) members of the public who must read and interpret the research. The texts I analyze include: peer-reviewed scientific journal articles, university-produced news briefs, popular press science stories, and various text-based conversations between scientists and reporters. Through an analysis of texts, individual interviews, and

Science Education That Makes Sense

ERIC Educational Resources Information Center

Resnick, Lauren B., Ed.; Zurawsky, Chris, Ed.

2007-01-01

Demand for students with a solid foundation in science continues to grow. Also important, science education needs to ready citizens who do not pursue careers in science to handle dilemmas they will face in their lives, such as selecting treatments for diseases, evaluating messages about climate change, or using new technologies. Instruction that…

Making Astronomy and Space Science Accessible to the Blind and Visually Impaired

NASA Astrophysics Data System (ADS)

Beck-Winchatz, B.; Hoette, V.; Grice, N.

2003-12-01

One of the biggest obstacles blind and visually impaired people face in science is the ubiquity of important graphical information, which is generally not made available in alternate formats accessible to them. Funded by NASA's Initiative to Develop Education through Astronomy and Space Science (IDEAS), we have recently formed a team of scientists and educators from universities, the SOFIA NASA mission, a science museum, an observatory, and schools for the blind. Our goal is to develop and test Braille/tactile space science activities that actively engage students from elementary grades through introductory college-level in space science. We will discuss effective strategies and low-cost technologies that can be used to make graphical information accessible. We will also demonstrate examples, such a thermal expansion graphics created from telescope images of the Moon and other celestial objects, a tactile planisphere, three-dimensional models of near-Earth asteroids and tactile diagrams of their orbits, and an infrared detector activity.

Adults' decision-making about the electronic waste issue: The role of the nature of science conceptualizations and moral concerns in socio-scientific decision-making

NASA Astrophysics Data System (ADS)

Yu, Yuqing

Socio-scientific issues have become increasingly important in Science-Technology-Society (STS) education as a means to make science learning more relevant to students' lives. This study used the e-waste issue as a context to investigate two aspects of socio-scientific decision-making: (1) the relationship between the nature of science (NOS) conceptualizations and decision-making; and (2) moral concerns involved in the process of decision-making. This study contributes to the field of socio-scientific issue research and STS education in the following ways. First, it is the first study that performed meta-analysis to seek the relationship between the NOS understanding and decision-making. This study concludes that valuable NOS conceptualizations that are highly related to the socio-scientific issue under investigation, rather than general NOS understanding, exert statistically significant influences on decision-making. Second, this study empirically examined the Multiple Responses Model (MRM), which enables the transfer of qualitative NOS responses into quantitative data, and hence, inferential statistics. The current study justifies the significance of unidimensionality to the application of the MRM. It addresses the limitations associated with the MRM and provides implications for future use of the MRM in other contexts. Finally, the study explores the role of moral concerns in socio-scientific decision-making. Eight participants engaged in interviews that were designed to elicit their reactions and feelings regarding the issue of exporting e-waste to poor countries. Qualitative analyses demonstrated that moral considerations were significant influences on decision-making. In addition, participants' action responses revealed that they were motivated to take action to help the environment. The study has implications for socio-scientific issue studies in other contexts and for teacher education programs that use socio-scientific issues to advance teachers' reasoning

Make Science Matter. Hands on Science.

ERIC Educational Resources Information Center

Kepler, Lynne

1992-01-01

Presents class activities to help elementary students learn about changes in the state of matter by making ice cream. In addition to making observations on the changes of state, students can practice measuring and identifying the properties (e.g., color, size, and shape). (SM)

Making On-Line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions

ERIC Educational Resources Information Center

Adams, Wendy K.; Alhadlaq, Hisham; Malley, Christopher V.; Perkins, Katherine K.; Olson, Jonathan; Alshaya, Fahad; Alabdulkareem, Saleh; Wieman, Carl E.

2012-01-01

The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET…

Silenced science: air pollution decision-making at the EPA threatens public health.

PubMed

Rest, Kathleen

2007-01-01

The saga of the Environmental Protection Agency's new particulate matter (PM) rule is yet another example of this Administration's disregard for and disrespect of science and scientists--and may signal the beginning of a disturbing trend to reduce the role of science in protecting the quality of our air. Political interference in the PM case is clear. And more trouble may be in the wings when it comes to acceptable levels of ozone pollution and the process for setting the National Ambient Air Quality Standards (NAAQS). For several years, the Union of Concerned Scientists has been actively monitoring and documenting the misuse of science in public policy-making. Consider this a call to arms. Now is the time to engage your elected officials on these issues.

Peripheral and subversive: Women making connections and challenging the boundaries of the science community

NASA Astrophysics Data System (ADS)

Davis, Kathleen S.

2001-07-01

Researchers continue to report the underrepresentation of females in the science professions (AAUW, 1992; NSF, 1999; Vetter, 1992). Investigators have illuminated many factors that contribute to the insider status in the science community of some groups and the peripheral/outsider status of women and girls (Brickhouse, 1994; Delamont, 1989; Harding, 1991; Schiebinger, 1989). Some research has shown that supportive science networks have had a positive influence on women's participation and retention in science practices (AAUW, 1992; Keith & Keith, 1989; Kreinberg & Lewis, 1996; Varanka-Martin, 1996). In order to provide a better understanding of the role social capital plays in women's legitimate participation in science, I draw upon the findings of a qualitative study that examines the valued capital, ways, and practices of a support group for women working in the sciences at an academic research institution. Findings from this study indicate how women 1) were given little access to powerful networks in science that would provide them with opportunities to acquire the knowledge, skills, and resources necessary to be legitimate in the traditional sense, and 2) encountered many obstacles in their attempts to develop networks and make such connections between themselves and other women. Findings also indicate that, despite these impediments, the support group provided a meaningful and resourceful network through which they developed a critical perspective of legitimacy as they sought to make explicit the culture of science. Participants not only employed the traditional methods of scientific inquiry, but also acknowledged and valued the voices and experiences of those from nondominant groups. They constructed a new discourse that was inclusive of diverse voices, created new career pathways, and developed a vision of mentoring that facilitated females' development of a critical view of the science community and their legitimate participation.

Understanding decisions Latino students make regarding persistence in the science and math pipeline

NASA Astrophysics Data System (ADS)

Munro, Janet Lynn

This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed. Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions. This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school

Narrative Inquiry for Science Education: Teachers' repertoire-making in the case of environmental curriculum

NASA Astrophysics Data System (ADS)

Hwang, Seyoung

2011-04-01

This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense-making of science-related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers' sense-making of their curricular practice, the paper develops a narrative approach to teachers' perspectives and knowledge by considering the value of stories as sense-making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of 'repertoire', the study regards teachers' stories about their environment-related personal and teaching experiences as offering angles with which to understand teachers' motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers' narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability-related issues, in ways that facilitate teachers' reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.

Making Philosophy of Science Education Practical for Science Teachers

ERIC Educational Resources Information Center

Janssen, F. J. J. M.; van Berkel, B.

2015-01-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

"I Can Feel It Making My Brain Bigger": Thinking Science Australia

ERIC Educational Resources Information Center

Dullard, Heath; Oliver, Mary

2012-01-01

"I can feel it making my brain bigger": from a Year 8 student at Pinjarra Senior High School (SHS) halfway through the two-year Thinking Science Program. Pinjarra was a pilot school for the program in 2009/10 and a growing number of schools in Western Australia (WA) are implementing this program in Years Seven to Nine as part of the…

Distinguishing values from science in decision making: Setting harvest quotas for mountain lions in Montana

USGS Publications Warehouse

Mitchell, Michael S.; Cooley, Hilary; Gude, Justin A.; Kolbe, Jay; Nowak, J. Joshua; Proffitt, Kelly M.; Sells, Sarah N.; Thompson, Mike

2018-01-01

The relative roles of science and human values can be difficult to distinguish when informal processes are used to make complex and contentious decisions in wildlife management. Structured Decision Making (SDM) offers a formal process for making such decisions, where scientific results and concepts can be disentangled from the values of differing stakeholders. We used SDM to formally integrate science and human values for a citizen working group of ungulate hunting advocates, lion hunting advocates, and outfitters convened to address the contentious allocation of harvest quotas for mountain lions (Puma concolor) in west‐central Montana, USA, during 2014. A science team consisting of mountain lion biologists and population ecologists convened to support the working group. The science team used integrated population models that incorporated 4 estimates of mountain lion density to estimate population trajectories for 5 alternative harvest quotas developed by the working group. Results of the modeling predicted that effects of each harvest quota were consistent across the 4 density estimates; harvest quotas affected predicted population trajectories for 5 years after implementation but differences were not strong. Based on these results, the focus of the working group changed to differences in values among stakeholders that were the true impediment to allocating harvest quotas. By distinguishing roles of science and human values in this process, the working group was able to collaboratively recommend a compromise solution. This solution differed little from the status quo that had been the focus of debate, but the SDM process produced understanding and buy‐in among stakeholders involved, reducing disagreements, misunderstanding, and unproductive arguments founded on informal application of scientific data and concepts. Whereas investments involved in conducting SDM may be unnecessary for many decisions in wildlife management, the investment may be beneficial for

Evaluating the best available social science for natural resource management decision-making

Treesearch

Susan Charnley; Courtney Carothers; Terre Satterfield; Arielle Levine; Melissa R. Poe; Karma Norman; Jamie Donatuto; Sara Jo Breslow; Michael B. Mascia; Phillip S. Levin; Xavier Basurto; Christina C. Hicks; Carlos García-Quijano; Kevin St. Martin

2017-01-01

Increasing recognition of the human dimensions of natural resource management issues, and of social and ecological sustainability and resilience as being inter-related, highlights the importance of applying social science to natural resource management decision-making. Moreover, a number of laws and regulations require natural resource management agencies to consider...

Science communication: a career where PhDs can make a difference.

PubMed

Irion, Robert

2015-02-15

Among careers for biologists with PhDs, science communication is one of the most diverse and rewarding pathways. Myriad options exist, from traditional journalism to new media, from writing for specialists to working in public outreach. Textbooks, mass-market books, and freelance writing that combines many of these pursuits are all viable choices. Communicating about science allows researchers to step away from the minutiae of a subdiscipline and to once again explore the breadth of science more fully through an ever-evolving array of stories. A doctoral degree can confer distinct advantages in the eyes of prospective editors and employers. Here I describe those advantages, possible career directions, and steps toward making such a transition. © 2015 Irion. This article is distributed by The American Society for Cell Biology under license from the author(s). Two months after publication it is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Making the Math/Science Connection.

ERIC Educational Resources Information Center

Sherman, Laurel Galbraith

1989-01-01

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

Experiences in Bridging the Gap Between Science and Decision Making at NASAs GSFC Earth Sciences Data and Information Services Center (GES DISC)

NASA Astrophysics Data System (ADS)

Kempler, S.; Teng, W.; Friedl, L.; Lynnes, C.

2008-12-01

In recognizing the significance of NASA remote sensing Earth science data in monitoring and better understanding our planet's natural environment, NASA has implemented the 'Decision Support Through Earth Science Research Results' program to solicit "proposals that develop and demonstrate innovative and practicable applications of NASA Earth science observations and research"that focus on improving decision making activities", as stated in the NASA ROSES-2008, A.18 solicitation. This very successful program has yielded several monitoring, surveillance, and decision support systems through collaborations with benefiting organizations in the areas of agriculture, air quality, disaster management, ecosystems, public health, water resources, and aviation weather. The Goddard Space Flight Center (GSFC) Earth Sciences Data and Information Services Center (GES DISC) has participated in this program on two projects (one complete, one ongoing), and has had opportune ad hoc collaborations gaining much experience in the formulation, management, development, and implementation of decision support systems utilizing NASA Earth science data. Coupling this experience with the GES DISC's total understanding and vast experience regarding Earth science missions and resulting data and information, including data structures, data usability and interpretation, data interoperability, and information management systems, the GES DISC is in the unique position to more readily identify challenges that come with bringing science data to decision makers. These challenges consist of those that can be met within typical science data usage frameworks, as well as those challenges that arise when utilizing science data for previously unplanned applications, such as decision support systems. The purpose of this presentation is to share GES DISC decision support system project experiences in regards to system sustainability, required data quality (versus timeliness), data provider understanding how

Moving the Lab into the Field: The Making of Pathologized (Non)Citizens in US Science Education

ERIC Educational Resources Information Center

Kirchgasler, Kathryn L.

2018-01-01

This article examines how notions of health and citizenship have become entangled in US science education reforms targeting particular populations. Current science education policy assumes that marginalized groups have been historically ignored, and that new research is required to "make diversity visible" in order to adapt instruction…

Finding Their Way on: Career Decision-Making Processes of Urban Science Teachers

ERIC Educational Resources Information Center

Rinke, Carol R.

2009-01-01

This article reports on a research study investigating the career decision-making processes of urban science teachers as one element central to understanding the high rates of attrition in the field. Using a longitudinal, prospective, context- and subject-specific approach, this study followed the career decisions of case study teachers over a…

Decision Making Associated with Selecting an Integrated or a Discipline Model for Middle School Science Instruction

ERIC Educational Resources Information Center

Brockbank, Brennan R.

2017-01-01

Purpose: This study sought to identify, understand, and describe the decision-making processes used by school districts to determine the middle school science course sequence as part of the adoption of the Next Generation Science Standards. Additionally, this study explored and described the expressed comments, feelings, and beliefs of…

Innovations in making EarthScope science and data accessible (Invited)

NASA Astrophysics Data System (ADS)

Pratt-Sitaula, B. A.; Butler, R. F.; Whitman, J. M.; Granshaw, F. D.; Lillie, R. J.; Hunter, N.; Cronin, V. S.; Resor, P. G.; Olds, S. E.; Miller, M. S.; Walker, R.; Douglas, B. B.

2013-12-01

EarthScope is a highly complex technical and scientific endeavor. Making results from EarthScope accessible to the general public, educators, all levels of students, and even geoscience professionals from other disciplines is a very real challenge that must be overcome to realize EarthScope's intended broader impacts of contributing 'to the mitigation of risks from geological hazards ... and the public's understanding of the dynamic Earth.' Here we provided several case examples of how EarthScope science can be effectively communicated and then scaled to reach different or larger audiences. One approach features providing professional development regarding EarthScope and geohazard science to non-university educators who then scale up the impact by communicating to hundreds or even thousands of students and general public members each. EarthScope-funded Teachers on the Leading Edge (TOTLE) ran workshops 2008-2010 for 120 Pacific Northwest teachers and community college educators who subsequently communicated EarthScope and geohazards science to >30,000 students and >1500 other adults. Simultaneously EarthScope's National Office at Oregon State University was running workshops for park interpreters who have since reached >>100,000 park visitors. These earlier projects have served as the foundation for the new Cascadia EarthScope Earthquake and Tsunami Education Program (CEETEP), which is currently running joint workshops for coastal Oregon and Washington teachers, interpreters, and emergency management educators. The other approach featured here is UNAVCO's scaled efforts to make Plate Boundary Observatory (PBO) and other geodetic data more accessible to introductory and majors-level geoscience students and faculty. Initial projects included development of a Teaching Geodesy website on the Science Education Research Center (SERC) and development of teaching modules and activities that use PBO data. Infinitesimal strain analysis using GPS data is a 1-2 week module for

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

Toward citizenship science education: what students do to make the world a better place?

NASA Astrophysics Data System (ADS)

Vesterinen, Veli-Matti; Tolppanen, Sakari; Aksela, Maija

2016-01-01

With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students-potential scientists-aged 15-19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students' actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students' actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world.

Contesting nonfiction: Fourth graders making sense of words and images in science information book discussions

NASA Astrophysics Data System (ADS)

Belfatti, Monica A.

Recently developed common core standards echo calls by educators for ensuring that upper elementary students become proficient readers of informational texts. Informational texts have been theorized as causing difficulty for students because they contain linguistic and visual features different from more familiar narrative genres (Lemke, 2004). It has been argued that learning to read informational texts, particularly those with science subject matter, requires making sense of words, images, and the relationships among them (Pappas, 2006). Yet, conspicuously absent in the research are empirical studies documenting ways students make use of textual resources to build textual and conceptual understandings during classroom literacy instruction. This 10-month practitioner research study was designed to investigate the ways a group of ethnically and linguistically diverse fourth graders in one metropolitan school made sense of science information books during dialogically organized literature discussions. In this nontraditional instructional context, I wondered whether and how young students might make use of science informational text features, both words and images, in the midst of collaborative textual and conceptual inquiry. Drawing on methods of constructivist grounded theory and classroom discourse analysis, I analyzed student and teacher talk in 25 discussions of earth and life science books. Digital voice recordings and transcriptions served as the main data sources for this study. I found that, without teacher prompts or mandates to do so, fourth graders raised a wide range of textual and conceptual inquiries about words, images, scientific figures, and phenomena. In addition, my analysis yielded a typology of ways students constructed relationships between words and images within and across page openings of the information books read for their sense-making endeavors. The diversity of constructed word-image relationships aided students in raising, exploring

Decision-making and evaluation of science causal claims: Effects of goals on uses of evidence and explanatory mechanism

NASA Astrophysics Data System (ADS)

Wong, Jacqueline Yin Sang

2015-10-01

Evidence and explanatory mechanism are central to scientific practices. Using such information could also inform decisions about issues in which science can play some role, from policy issues like climate change to personal issues like vaccination. While research suggests that people tend to focus on non-science considerations when making science-related decisions, there is also evidence that people can reason very productively with evidence and mechanism. This study examines how the goals participants pursue when reading a science report influences how they attend to information about causal mechanism and evidence. Two hundred and seventeen high school students were asked either to evaluate the truth of a scientific claim, to make a personal decision based on the claim, or to make a social policy decision based on the claim using an online task-based survey. All three groups of participants attended to evidence and mechanism, but participants with different goals requested different types of information and were influenced by evidence and mechanism for different reasons. The findings suggest that goals influence how participants use evidence and mechanism.

Science Magic: Making a Difference

ERIC Educational Resources Information Center

Tidel, L. L.

2004-01-01

In this narrative article, the author fondly takes a look back at her own personal experiences with a memorable science teacher who showed his students that science was a living, breathing world. Whether he assigned his class to collect water samples from local ponds (to look at microscopic organisms), bring in rocks to class for identification,…

Data Science and its Relationship to Big Data and Data-Driven Decision Making.

PubMed

Provost, Foster; Fawcett, Tom

2013-03-01

Companies have realized they need to hire data scientists, academic institutions are scrambling to put together data-science programs, and publications are touting data science as a hot-even "sexy"-career choice. However, there is confusion about what exactly data science is, and this confusion could lead to disillusionment as the concept diffuses into meaningless buzz. In this article, we argue that there are good reasons why it has been hard to pin down exactly what is data science. One reason is that data science is intricately intertwined with other important concepts also of growing importance, such as big data and data-driven decision making. Another reason is the natural tendency to associate what a practitioner does with the definition of the practitioner's field; this can result in overlooking the fundamentals of the field. We believe that trying to define the boundaries of data science precisely is not of the utmost importance. We can debate the boundaries of the field in an academic setting, but in order for data science to serve business effectively, it is important (i) to understand its relationships to other important related concepts, and (ii) to begin to identify the fundamental principles underlying data science. Once we embrace (ii), we can much better understand and explain exactly what data science has to offer. Furthermore, only once we embrace (ii) should we be comfortable calling it data science. In this article, we present a perspective that addresses all these concepts. We close by offering, as examples, a partial list of fundamental principles underlying data science.

What does the new breed of decision-making methodologies mean for choices and norms in hydrological science?

NASA Astrophysics Data System (ADS)

Wikman-Svahn, Per

2013-04-01

Hydrological sciences are increasingly utilized in decision-making contexts that need to manage deep uncertainty, changing conditions and very long-lead times and lifetimes. Traditional optimizing approaches become problematic in such situations. For example, optimizing approaches may underestimate the importance of low probability outcomes, or very uncertain outcomes. Alternative decision-making strategies are therefore increasingly used in hydrological applications, including "bottom-up/top-down", "context-first", "decision-scaling", "assess risk of policy", "robust", "resilient" or "flexible" approaches. These kinds of strategies are typically designed to handle very uncertain and diverse outcomes, and often start from the particular decision-making context, in contrast to more traditional "predict-then-act" or "science first" approaches. Contemporary research in philosophy of science stress the influence of value judgments and norms in scientific assessments. In particular, this literature points out that implicit anticipated applications often influence choices made in scientific assessments. Furthermore, this literature also emphasize that choices made at within scientific assessments have consequences for decision-making later on. One reason is that it is often difficult for decision-makers to see what choices are made and the implications of these choices. Another reason is that information that could be of use for decision-makers are lost at an early stage. For example, the choice to focus on central estimates and not providing assessments on more unlikely outcomes is a choice that has consequences for what outcomes are taken into account in the decision-making process. This paper develops this argument and then analyzes the implications of these new developments for hydrological science. One implication of the increasing use of the new breed of planning strategies is that a broader range of uncertainty in scientific assessments becomes desirable in order

Making Sense of New Science Assessments

ERIC Educational Resources Information Center

Pellegrino, James W.

2016-01-01

What we choose to assess in science is what will end up being the focus of instruction. US science standards once treated content and inquiry as fairly separate strands of science learning, with content standards stating what students should know and inquiry standards stating what they should be able to do. In its content coverage, these standards…

Knowledge Construction, Meaning-Making and Interaction in CLIL Science Classroom Communities of Practice

ERIC Educational Resources Information Center

Evnitskaya, Natalia; Morton, Tom

2011-01-01

This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis…

Climate science informs participatory scenario development and applications to decision making in Alaska

NASA Astrophysics Data System (ADS)

Welling, L. A.; Winfree, R.; Mow, J.

2012-12-01

Climate change presents unprecedented challenges for managing natural and cultural resources into the future. Impacts are expected to be highly consequential but specific effects are difficult to predict, requiring a flexible process for adaptation planning that is tightly coupled to climate science delivery systems. Scenario planning offers a tool for making science-based decisions under uncertainty. The National Park Service (NPS) is working with the Department of the Interior Climate Science Centers (CSCs), the NOAA Regional Integrated Science and Assessment teams (RISAs), and other academic, government, non-profit, and private partners to develop and apply scenarios to long-range planning and decision frameworks. In April 2012, Alaska became the first region of the NPS to complete climate change scenario planning for every national park, preserve, and monument. These areas, which collectively make up two-thirds of the total area of the NPS, are experiencing visible and measurable effects attributable to climate change. For example, thawing sea ice, glaciers and permafrost have resulted in coastal erosion, loss of irreplaceable cultural sites, slope failures, flooding of visitor access routes, and infrastructure damage. With higher temperatures and changed weather patterns, woody vegetation has expanded into northern tundra, spruce and cedar diebacks have occurred in southern Alaska, and wildland fire severity has increased. Working with partners at the Alaska Climate Science Center and the Scenario Network for Alaska Planning the NPS integrates quantitative, model-driven data with qualitative, participatory techniques to scenario creation. The approach enables managers to access and understand current climate change science in a form that is relevant for their decision making. Collaborative workshops conducted over the past two years grouped parks from Alaska's southwest, northwest, southeast, interior and central areas. The emphasis was to identify and connect

Beyond the usual suspects: using political science to enhance public health policy making.

PubMed

Fafard, Patrick

2015-11-01

That public health policy and practice should be evidence based is a seemingly uncontroversial claim. Yet governments and citizens routinely reject the best available evidence and prefer policies that reflect other considerations and concerns. The most common explanations of this paradox emphasise scientific disagreement, the power of 'politics', or the belief that scientists and policymakers live in two separate communities that do not communicate. However, another explanation may lie in the limits of the very notion of evidence-based policy making. In fact, the social science discipline of political science offers a rich body of theory and empirical evidence to explain the apparent gap between evidence and policy. This essay introduces this literature with a particular emphasis on a recent book by Katherine Smith, Beyond evidence-based policy in public health: the interplay of ideas. As the title suggests, Smith argues that what matters for public health policy is less scientific evidence and much more a more complex set of ideas. Based on detailed case studies of UK tobacco and health inequality policy, Smith offers a richly textured alternative account of what matters for policy making. This excellent book is part of a small but growing body of political science research on public health policy that draws on contemporary theories of policy change and governance more generally. This essay provides a window on this research, describes some examples, but emphasises that public health scholars and practitioners too often retain a narrow if not naive view of the policy-making process. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

An integrated model of decision-making in health contexts: the role of science education in health education

NASA Astrophysics Data System (ADS)

Arnold, Julia C.

2018-03-01

Health education is to foster health literacy, informed decision-making and to promote health behaviour. To date, there are several models that seek to explain health behaviour (e.g. the Theory of Planned Behaviour or the Health Belief Model). These models include motivational factors (expectancies and values) that play a role in decision-making in health contexts. In this theoretical paper, it is argued that none of these models makes consequent use of expectancy-value pairs. It is further argued that in order to make these models fruitful for science education and for informed decision-making, models should systematically incorporate knowledge as part of the decision-making process. To fill this gap, this theoretical paper introduces The Integrated Model of Decision-Making in Health Contexts. This model includes three types of knowledge (system health knowledge, action-related health knowledge and effectiveness health knowledge) as influencing factors for motivational factors (perceived health threat, attitude towards health action, attitude towards health outcome and subjective norm) that are formed of expectancy-value pairs and lead to decisions. The model's potential for health education in science education as well as research implications is discussed.

Making the Invisible Visible: Engaging Elementary Preservice Teachers in Science and Literacy Connections

ERIC Educational Resources Information Center

Gwekwerere, Yovita; Buley, Jan

2011-01-01

Picture books can be used to teach children to infer, hypothesise, question, identify, explain and compare. By making the "invisible visible" preservice teachers in Canada explored ways to enhance the development of critical science and literacy skills through the creation of picture books in collaboration with students in Grades 5 and…

Can I Be Like Marie Curie? Making Science More Friendly to Girls in India.

ERIC Educational Resources Information Center

Mukherjee, Amithabha; Varma, Vijaya S.; Malevri, Maria

2001-01-01

Discusses the educational discrimination females face in India. Explains the Scientific and Technological Literacy (STL) initiative recognized by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and a project targeted to make science friendly for girls in India. (Author/YDS)

The Tension between Authoritative and Dialogic Discourse: A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons

ERIC Educational Resources Information Center

Scott, Philip H.; Mortimer, Eduardo F.; Aguiar, Orlando G.

2006-01-01

In this paper, we draw upon a framework for analyzing the discursive interactions of science classrooms (Mortimer & Scott, 2003, "Meaning Making in Secondary Science Classrooms," Maidenhead, UK: Open University Press), to probe the movement between authoritative and dialogic discourse in a Brazilian high school science class. More…

Elements of Making

ERIC Educational Resources Information Center

Rodriguez, Shelly; Harron, Jason; Fletcher, Steven; Spock, Hannah

2018-01-01

While there is no official definition, making is generally thought of as turning ideas into products through design, invention, and building. Support is growing for integrating making into science, technology, engineering, and mathematics (STEM) education. Making can help high school students explore science concepts and phenomena, yet, lacking…

Minerva: An Integrated Geospatial/Temporal Toolset for Real-time Science Decision Making and Data Collection

NASA Astrophysics Data System (ADS)

Lees, D. S.; Cohen, T.; Deans, M. C.; Lim, D. S. S.; Marquez, J.; Heldmann, J. L.; Hoffman, J.; Norheim, J.; Vadhavk, N.

2016-12-01

Minerva integrates three capabilities that are critical to the success of NASA analogs. It combines NASA's Exploration Ground Data Systems (xGDS) and Playbook software, and MIT's Surface Exploration Traverse Analysis and Navigation Tool (SEXTANT). Together, they help to plan, optimize, and monitor traverses; schedule and track activity; assist with science decision-making and document sample and data collection. Pre-mission, Minerva supports planning with a priori map data (e.g., UAV and satellite imagery) and activity scheduling. During missions, xGDS records and broadcasts live data to a distributed team who take geolocated notes and catalogue samples. Playbook provides live schedule updates and multi-media chat. Post-mission, xGDS supports data search and visualization for replanning and analysis. NASA's BASALT (Biologic Analog Science Associated with Lava Terrains) and FINESSE (Field Investigations to Enable Solar System Science and Exploration) projects use Minerva to conduct field science under simulated Mars mission conditions including 5 and 15 minute one-way communication delays. During the recent BASALT-FINESSE mission, two field scientists (EVA team) executed traverses across volcanic terrain to characterize and sample basalts. They wore backpacks with communications and imaging capabilities, and carried field portable spectrometers. The Science Team was 40 km away in a simulated mission control center. The Science Team monitored imaging (video and still), spectral, voice, location and physiological data from the EVA team via the network from the field, under communication delays. Minerva provided the Science Team with a unified context of operations at the field site, so they could make meaningful remote contributions to the collection of 10's of geotagged samples. Minerva's mission architecture will be presented with technical details and capabilities. Through the development, testing and application of Minerva, we are defining requirements for the

Leo Szilard Lecturship Award: How can physicists help the public make better decisions about science and technology?

NASA Astrophysics Data System (ADS)

Primack, Joel

2016-03-01

For more than 40 years the APS has worked to improve governmental decision-making, mainly through the Congressional Science and Technology Fellowship program and through occasional studies of important science and technology issues. How productive have these been? How can the APS and other professional societies more effectively combat anti-science propaganda and help the public develop better-informed views about science and technology? How can individual scientists communicate scientific concepts in a more understandable and engaging way? How can we encourage young scientists and students to participate in creating a scientifically responsible future?

Reflective scientific sense-making dialogue in two languages: The science in the dialogue and the dialogue in the science

NASA Astrophysics Data System (ADS)

Ash, Doris

2004-11-01

In this paper I focus on the transition from everyday to scientific ways of reasoning, and on the intertwined roles of meaning-making dialogue and science content as they contribute to scientific literacy. I refer to views of science, and how scientific understanding is advanced dialogically, by Hurd (Science Education, 1998, 82, 402-416), Brown (The Journal of Learning Sciences, 1992, 2(2), 141-178), Bruner (Acts of Meaning, Cambridge, MA: Harvard University Press, 1990), Roth (In J. Brophy (Ed.), Social Constructivist Teaching: Affordances and Constraints (Advances in Research on Teaching Series, Vol. 9), New York: Elsevier/JAI, 2003), and Wells (Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education, New York: Cambridge University Press, 1999). I argue that family collaborative dialogues in nonschool settings can be the foundations for scientific ways of thinking. I focus on the particular reflective family dialogues at the Monterey Bay Aquarium, when family members remembered and synthesized essential biological themes, centering on adaptation, from one visit to the next, in both Spanish and English. My approach is informed by sociocultural theory, with emphasis on the negotiations of meaning in the zone of proximal development (Vygotsky, 1978), as learners engage in joint productive activity (Tharp & Gallimore, Rousing Minds to Life: Teaching, Learning and Schooling in Social Context, New York: Cambridge University Press, 1988). Over the past decades, researchers have discovered that observing social activity, conversation, and meaning-making in informal settings (Crowley & Callanan, 1997; Guberman, 2002; Rogoff, 2001; Vasquez, Pease-Alvarez, & Shannon, Pushing Boundaries: Language and Culture in a Mexicano Community, New York: Cambridge University Press, 1994) has much to teach us regarding learning in general. To date there has been little research with Spanish-speaking families in informal learning settings and virtually none that

A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

ERIC Educational Resources Information Center

Umoren, Grace

2007-01-01

The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

Oh, Deer!: Predator and Prey Relationships--Students Make Natural Connections through the Integration of Mathematics and Science

ERIC Educational Resources Information Center

Reeder, Stacy; Moseley, Christine

2006-01-01

This article describes an activity that integrates both mathematics and science while inviting students to make connections between the two and learn significant concepts in a meaningful way. Students work within the real-world context of wildlife population scenarios to make predictions, test their hypotheses, and determine and construct graphs…

Uncertainty in macroeconomic policy-making: art or science?

PubMed

Aikman, David; Barrett, Philip; Kapadia, Sujit; King, Mervyn; Proudman, James; Taylor, Tim; de Weymarn, Iain; Yates, Tony

2011-12-13

Uncertainty is pervasive in economic policy-making. Modern economies share similarities with other complex systems in their unpredictability. But economic systems also differ from those in the natural sciences because outcomes are affected by the state of beliefs of the systems' participants. The dynamics of beliefs and how they interact with economic outcomes can be rich and unpredictable. This paper relates these ideas to the recent crisis, which has reminded us that we need a financial system that is resilient in the face of the unpredictable and extreme. It also highlights how such uncertainty puts a premium on sound communication strategies by policy-makers. This creates challenges in informing others about the uncertainties in the economy, and how policy is set in the face of those uncertainties. We show how the Bank of England tries to deal with some of these challenges in its communications about monetary policy.

Science That Makes Sense.

ERIC Educational Resources Information Center

Winokur, Jeff; And Others

1992-01-01

The article helps elementary teachers develop science programs geared to their students, emphasizing the appropriateness of hands-on activities and developmental learning. It presents three Earth Day water projects on rain and puddles, water drops and surface tension, and water purification that can be tailored for specific classes. (SM)

Making Sense of Natural Selection

ERIC Educational Resources Information Center

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

2013-01-01

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

Teachers' sense-making of curriculum structures and its impact on the implementation of an innovative reform-based science curriculum

NASA Astrophysics Data System (ADS)

Beckford-Smart, Meredith

This study discusses the social interactions involved in teachers' enactment and use of new science curricula. The teachers studied participated in the LiFE program, a university-school partnership, which is an inquiry based science and nutrition education program. In this program fifth and sixth grade students learned science through the study of food. The program used the study of food and food systems to teach life sciences and nutrition through inquiry based studies. Through the partnership teachers received professional development which aimed to deepen their conceptual understandings of life science and develop skills in implementing inquiry-base teaching. Using qualitative research methods of ethnography and narrative inquiry to study teachers' sense-making of messages from curriculum structures, the intention was to explore how teachers' sense-making of these structures guided their classroom practices. Two research questions were addressed: (a) How do teachers make sense of curriculum given their perceptions, their school context and their curricular context; (b) What influence do their identities as science teachers/learners have on their enactment of an innovative science curriculum. I used comparative analysis to examine teacher's beliefs and identities as teachers/learners. In the process of studying these teachers an understanding of how teachers' stories and identities shape their use and enactment of science curriculum came to light. The initial analysis revealed four distinct teacher identities: (a) social responsibility teacher/learner; (b) experiential teacher/learner; (c) supportive institution teacher/learner; and (d) turning point teacher. Besides these distinct teacher identities three cross cutting themes emerged: (a) creating environments conducive to their teaching visions; (b) empowering student through science teaching; and (c) dealing with the uncertainty of teaching. The information gathered from this study will illuminate how these

Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations

ERIC Educational Resources Information Center

Costu, Bayram

2008-01-01

The aim of this study was to investigate effectiveness of PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy in helping students make sense of everyday situations. For this, condensation concept was chosen among many science concepts since it is related to many everyday-life events. Forty-eight eleventh graders students…

Making Science Misconceptions Work for Us

ERIC Educational Resources Information Center

Elliott, Katrina; Pillman, Anne

2016-01-01

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

Toward Citizenship Science Education: What Students Do to Make the World a Better Place?

ERIC Educational Resources Information Center

Vesterinen, Veli-Matti; Tolppanen, Sakari; Aksela, Maija

2016-01-01

With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted…

Teaching Students to Make Better Decisions about the Environment: Lessons from the Decision Sciences

ERIC Educational Resources Information Center

Arvai, Joseph L.; Campbell, Victoria E. A.; Baird, Anne; Rivers, Louie

2004-01-01

One of the fundamental goals of environmental education (EE) is to equip students with the skills to make more thoughtful decisions about environmental issues. Many examples of environmental and science education curricula work to address this goal by providing students with up-to-date information about a myriad of environmental issues from a…

Making Links between Maths and Science

ERIC Educational Resources Information Center

Hiscock, Naomi

2012-01-01

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

Completing the Link between Exposure Science and Toxicology for Improved Environmental Health Decision Making: The Aggregate Exposure Pathway Framework.

PubMed

Teeguarden, Justin G; Tan, Yu-Mei; Edwards, Stephen W; Leonard, Jeremy A; Anderson, Kim A; Corley, Richard A; Kile, Molly L; Simonich, Staci M; Stone, David; Tanguay, Robert L; Waters, Katrina M; Harper, Stacey L; Williams, David E

2016-05-03

Driven by major scientific advances in analytical methods, biomonitoring, computation, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the "systems approaches" used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) concept in the toxicological sciences. Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more meaningful integration of exposure assessment and hazard identification. Together, the two frameworks form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making.

Enhancing Public Participation to Improve Natural Resources Science and its Use in Decision Making

NASA Astrophysics Data System (ADS)

Glynn, P. D.; Shapiro, C. D.; Liu, S. B.

2015-12-01

The need for broader understanding and involvement in science coupled with social technology advances enabling crowdsourcing and citizen science have created greater opportunities for public participation in the gathering, interpretation, and use of geospatial information. The U.S. Geological Survey (USGS) is developing guidance for USGS scientists, partners, and interested members of the public on when and how public participation can most effectively be used in the conduct of scientific activities. Public participation can provide important perspectives and knowledge that cannot be obtained through traditional scientific methods alone. Citizen engagement can also provide increased efficiencies to USGS science and additional benefits to society including enhanced understanding, appreciation, and interest in geospatial information and its use in decision making.The USGS guidance addresses several fundamental issues by:1. Developing an operational definition of citizen or participatory science.2. Identifying the circumstances under which citizen science is appropriate for use and when its use is not recommended. 3. Describing structured processes for effective use of citizen science. 4. Defining the successful application of citizen science and identifying useful success metrics.The guidance is coordinated by the USGS Science and Decisions Center and developed by a multidisciplinary team of USGS scientists and managers. External perspectives will also be incorporated, as appropriate to align with other efforts such as the White House Office of Science and Technology Policy (OSTP) Citizen Science and Crowdsourcing Toolkit for the Federal government. The guidance will include the development of an economic framework to assess the benefits and costs of geospatial information developed through participatory processes. This economic framework considers tradeoffs between obtaining additional perspectives through enhanced participation with costs associated from obtaining

Using Citizen Science beyond Teaching Science Content: A Strategy for Making Science Relevant to Students' Lives

ERIC Educational Resources Information Center

Jenkins, Lynda L.

2011-01-01

I respond to Pike and Dunne by exploring the utilization of citizen science in science education. Their results indicate that students fail to pursue science beyond the secondary level, in part, because of prior educational experiences with science education. Students lack motivation to pursue degrees and careers in science because they feel…

The Monsoon-90 / SALSA / EOS / SUDMED / SAHRA / HELP / USPP Experience: A Progression of Interdisciplinary Integration of Science and Decision Making over 20 years.

NASA Astrophysics Data System (ADS)

Chehbouni, G.; Goodrich, D.; Kustas, B.; Sorooshian, S.; Shuttleworth, J.; Richter, H.

2008-12-01

The Monsoon'90 Experiment conducted at the USDA-ARS Walnut Gulch Experimental Watershed in southeast Arizona was the start of a long arc of subsequent experiments and research that were larger, longer-term, more international, more interdisciplinary, and led to more direct integration of science for decision making and watershed management. In this era, much of our research and science must be more directly relevant to decision-makers and natural resource managers as they increasingly require sophisticated levels of expert findings and scientific results (e.g. interdisciplinary) to make informed decisions. Significant effort beyond focused, single disciplinary research is required conduct interdisciplinary science typical in large scale field experiments. Even greater effort is required to effectively integrate our research across the physical and ecological sciences for direct use by policy and decision makers. This presentation will provide an overview of the evolution of this arc of experiments and long-term projects into a mature integrated science and decision making program. It will discuss the transition in project focus from science and research for understanding; through science for addressing a need; to integrated science and policy development. At each stage the research conducted became more interdisciplinary, first across abiotic disciplines (hydrology, remote sensing, atmospheric science), then by merging abiotic and biotic disciplines (adding ecology and plant physiology), and finally a further integration of economic and social sciences with and policy and decision making for resource management. Lessons learned from this experience will be reviewed with the intent providing guidance to ensure that the resulting research is socially and scientifically relevant and will not only result in cutting edge science but will also directly address the needs of policy makers and resource managers.

Making Science Vivid: Using a Historical Episodes Map

ERIC Educational Resources Information Center

Lin, Chen-Yung; Cheng, Jung-Hui; Chang, Wen-Hua

2010-01-01

Many have argued that the inclusion of the history of science in science teaching might promote an understanding of the nature of science as well as the attitudes toward science. However, its inclusion in science teaching may not have the desired effect due to the limited coverage it receives in textbooks and the limited time available for…

Co-producing resilient solutions to climate change: Bridging the gap between science and decision-making around nexus issues

NASA Astrophysics Data System (ADS)

Howarth, C.

2016-12-01

The nexus represents a multi-dimensional means of scientific enquiry encapsulating the complex and non-linear interactions between water, energy, food, environment with the climate, and wider implications for society. These resources are fundamental for human life but are negatively affected by climate change. Methods of analysis, which are currently used, were not built to represent complex systems and are insufficiently equipped to understand positive and negative externalities generated by interactions among different stakeholders involved in the nexus. In addition misalignment between the science that scientists produce and the evidence decision-makers need leads to a range of complexities within the science-policy interface. Adopting a bottom-up, participative approach, the results of five themed workshops organized in the UK (focusing on: shocks and hazards, infrastructure, local economy, governance and governments, finance and insurance) featuring 80 stakeholders from academia, government and industry allow us to map perceptions of opportunities and challenges of better informing decision making on climate change when there is a strong disconnect between the evidence scientists provide and the actions decision makers take. The research identified key areas where gaps could be bridged between science and action and explores how a knowledge co-production approach can help identify opportunities for building a more effective and legitimate policy agenda to face climate risks. Concerns, barriers and opportunities to better inform decision making centred on four themes: communication and collaboration, decision making processes, social and cultural dimensions, and the nature of responses to nexus shocks. In so doing, this analysis provides an assessment of good practice on climate decision-making and highlights opportunities for improvement to bridge gaps in the science-policy interface

Editorial: Child psychology and psychiatry - using science to make a difference.

PubMed

Fearon, R M Pasco

2017-04-01

The Journal of Child Psychology and Psychiatry has, I think it is fair to say, a special place in the hearts of scientists and scientist-practitioners working broadly in the field of developmental psychopathology. How would you put into words what it is we all love about the journal? Answers on a postcard please! For me, in addition to the high quality of the science, there is something unique about JCPP's open-minded, eclectic yet rigorous and methodologically pluralistic style that makes it stand out from the rest. © 2017 Association for Child and Adolescent Mental Health.

Before theory comes theorizing or how to make social science more interesting.

PubMed

Swedberg, Richard

2016-03-01

The basic argument in this article is that sociology and social science more generally are today severely hampered by the lack of attention being paid to theory. Methods--qualitative as well as quantitative methods--have proven to be very useful in practical research (as opposed to theory); and as a result they dominate modern social science. They do not, however, do the job that belongs to theory. One way to redress the current imbalance between methods and theory, it is suggested, would be to pay more attention to theorizing, that is, to the actual process that precedes the final formulation of a theory; and in this way improve theory. Students of social science are today primarily exposed to finished theories and are not aware of the process that goes into the production and design of a theory. Students need to be taught how to construct a theory in practical terms ('theorizing'); and one good way to do so is through exercises. This is the way that methods are being taught by tradition; and it helps the students to get a hands-on knowledge, as opposed to just a reading knowledge of what a theory is all about. Students more generally need to learn how to construct a theory while drawing on empirical material. The article contains a suggestion for the steps that need to be taken when you theorize. Being trained in what sociology and social science are all about--an important precondition!--students may proceed as follows. You start out by observing, in an attempt to get a good empirical grip on the topic before any theory is introduced. Once this has been done, it may be time to name the phenomenon; and either turn the name into a concept as the next step or bring in some existing concepts in an attempt to get a handle on the topic. At this stage one can also try to make use of analogies, metaphors and perhaps a typology, in an attempt to both give body to the theory and to invest it with some process. The last element in theorizing is to come up with an

Making connections: Exploring student agency in a science classroom in India

NASA Astrophysics Data System (ADS)

Sharma, Ajay

situated improvised responses to ongoing dialogues that enabled them to survive, negotiate and maneuver their way through their immediate social world. Inside the science classroom, students negotiated their roles as students in a varied, improvised, and contingent manner. Further, whenever the constraints and affordances of the local situation and the resources at their disposal made it feasible, students exercised their social agency to selectively appropriate school science discourse for their own out-of-school purposes. The science teacher did much to encourage this contingent and situated emergence of students' social agency. However, the extant teacher professional and school science discourses allowed him to achieve only limited success in making science more meaningful and relevant to the students. The study reveals that though much has been accomplished to provide universal access to elementary education in India, the science instruction still persists along traditional lines. Thus, the state is still far from providing access to the type of science education it advocates in its national policy documents. The study urges the state to fulfill its constitutional obligations by providing a science education that enables students to not only build a better future for themselves, but also work for peaceful and progressive social change. The study recommends informed bricolage as a goal for teacher education and professional development.

The Montreal Protocol treaty and its illuminating history of science-policy decision-making

NASA Astrophysics Data System (ADS)

Grady, C.

2017-12-01

The Montreal Protocol on Substances that Deplete the Ozone Layer, hailed as one of the most effective environmental treaties of all time, has a thirty year history of science-policy decision-making. The partnership between Parties to the Montreal Protocol and its technical assessment panels serve as a basis for understanding successes and evaluating stumbles of global environmental decision-making. Real-world environmental treaty negotiations can be highly time-sensitive, politically motivated, and resource constrained thus scientists and policymakers alike are often unable to confront the uncertainties associated with the multitude of choices. The science-policy relationship built within the framework of the Montreal Protocol has helped constrain uncertainty and inform policy decisions but has also highlighted the limitations of the use of scientific understanding in political decision-making. This talk will describe the evolution of the scientist-policymaker relationship over the history of the Montreal Protocol. Examples will illustrate how the Montreal Protocol's technical panels inform decisions of the country governments and will characterize different approaches pursued by different countries with a particular focus on the recently adopted Kigali Amendment. In addition, this talk will take a deeper dive with an analysis of the historic technical panel assessments on estimating financial resources necessary to enable compliance to the Montreal Protocol compared to the political financial decisions made through the Protocol's Multilateral Fund replenishment negotiation process. Finally, this talk will describe the useful lessons and challenges from these interactions and how they may be applicable in other environmental management frameworks across multiple scales under changing climatic conditions.

Making Cosmic Connections in the Nature of Science

NASA Astrophysics Data System (ADS)

Androes, D. L.

2011-09-01

Presenting the rich heritage of astronomy includes exposing the process of science, warts and all. In the quest to comprehensively cover science content, the nature of science is often neglected. A cursory inclusion of the nature of science generally showcases in the lives and times of the Copernican Revolution - and rightly so. Astronomy owes its mark of fame in all other disciplines to the radical shift in thinking about our place in the cosmos that occurred in the late 1500s and early 1600s. However, the nature of science offers a much broader range of connections between science objectives and course content.

Personal and Shared Experiences as Resources for Meaning Making in a Philosophy of Science Course

ERIC Educational Resources Information Center

Arvaja, Maarit

2012-01-01

The aim of this case study was to explore health-education students' personal and collaborative meaning making activities during an online science philosophy course in the higher-education context. Through applying the dialogical perspective for learning, the focus was on studying how different contextual resources were used in building…

Preservice Elementary Teachers' Use of a Discursive Model of Meaning Making in the Co-Construction of Science Understanding

ERIC Educational Resources Information Center

Boyer, Elisebeth C.

2012-01-01

This research investigates how three preservice elementary teachers were prepared to teach science using a Discursive Model of Meaning Making. The research is divided into two parts. The first consists of the nature of the participants' learning experiences in a science methods course within a school-university Professional Development School…

Making Meaning of von Hagens' Body Worlds: Towards an Interdisciplinary Approach to Science Exhibitions

NASA Astrophysics Data System (ADS)

Dubek, Michelle Melodie

Body Worlds is a traveling exhibition of plastinated human cadavers that offers the general public an opportunity to experience the human body in a unique way. It has been met with controversy and awe; public reactions and responses have been mixed. This case study research explored visitor responses to this controversial science exhibition, and examined the meaning visitors made of their experience. Specifically, the following research questions directed this study: Within the context of the Body Worlds exhibition: (a) What meaning did visitors make and how did they respond to the exhibits? (b) What tensions and issues arose for visitors? and (c) What did this type of exhibition convey about the changing role of science centres and the nature of their exhibitions? The primary sources of data for this study were 46 semi-structured interviews with visitors to the exhibition, observation notes, and 10 comment books including approximately 20 000 comments. Data suggested that the personal, physical, and sociocultural contexts (Falk & Dierking, 2000) contributed to visitor meaning meaning-making. The use of plastinated human cadavers within this exhibition raised ethical and moral questions and controversies about body procurement, use of human cadavers in display, representations of the bodies, and issues related to the sanctity of life. The tensions and issues identified by visitors demonstrated that messages (intended or unintended) located within Body Worlds were critically examined by visitors and called into question. Finally, data from this study suggested that an interdisciplinary approach to the presentation of science served to enhance accessibility for the viewer. This exhibition demonstrated that visitors responded positively and made personal connections when the arts, spirituality, edutainment, issues, and a combination of historical and contemporary museum practices were used to present science.

Completing the Link between Exposure Science and Toxicology for Improved Environmental Health Decision Making: The Aggregate Exposure Pathway Framework

PubMed Central

Teeguarden, Justin. G.; Tan, Yu-Mei; Edwards, Stephen W.; Leonard, Jeremy A.; Anderson, Kim A.; Corley, Richard A.; Harding, Anna K; Kile, Molly L.; Simonich, Staci M; Stone, David; Tanguay, Robert L.; Waters, Katrina M.; Harper, Stacey L.; Williams, David E.

2016-01-01

Synopsis Driven by major scientific advances in analytical methods, biomonitoring, computational tools, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the “systems approaches” used in the biological sciences is a necessary step in this evolution. Here we propose the Aggregate Exposure Pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the Adverse Outcome Pathway (AOP) concept in the toxicological sciences. Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more efficient integration of exposure assessment and hazard identification. Together, the two pathways form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making. PMID:26759916

Completing the link between exposure science and toxicology for improved environmental health decision making: The aggregate exposure pathway framework

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

Teeguarden, Justin G.; Tan, Yu -Mei; Edwards, Stephen W.

Here, driven by major scientific advances in analytical methods, biomonitoring, computation, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the “systems approaches” used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) concept in the toxicological sciences.more » Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more meaningful integration of exposure assessment and hazard identification. Together, the two frameworks form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making.« less

Completing the link between exposure science and toxicology for improved environmental health decision making: The aggregate exposure pathway framework

DOE PAGES

Teeguarden, Justin G.; Tan, Yu -Mei; Edwards, Stephen W.; ...

2016-01-13

Here, driven by major scientific advances in analytical methods, biomonitoring, computation, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the “systems approaches” used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) concept in the toxicological sciences.more » Aggregate exposure pathways offer an intuitive framework to organize exposure data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathways and adverse outcome pathways, completing the source to outcome continuum for more meaningful integration of exposure assessment and hazard identification. Together, the two frameworks form and inform a decision-making framework with the flexibility for risk-based, hazard-based, or exposure-based decision making.« less

Preservice elementary teachers' use of a discursive model of meaning making in the co-construction of science understanding

NASA Astrophysics Data System (ADS)

Boyer, Elisebeth C.

This research investigates how three preservice elementary teachers were prepared to teach science using a Discursive Model of Meaning Making. The research is divided into two parts. The first consists of the nature of the participants’ learning experiences in a science methods course within a school-university Professional Development School partnership. This part of the investigation used Constant Comparative Analysis of field notes gathered through participant observation of the methods course. The analysis investigated how the methods instructors employed productive questioning, talk moves, and a coherent research based Teaching Science as Argument Framework. The second part of the study consisted of an investigation into how the participants applied what they experienced during the methods course in their initial science teaching experiences, as well as how the participants made sense of their initial science teaching. Data consisted of teaching videos of the participants during their initial science teaching experiences and self-analysis videos created by the participants. This part of the research used Discourse Analysis of the teaching and self-analysis videos. These inquiries provide insight into what aspects of the methods course were taken up by the participants and how they made sense of their practices. Findings are: 1) Throughout the methods course, instructors modeled how the Teaching Science as Argument Framework can be used to negotiate scientific understanding by employing a Discursive Model of Meaning Making. 2) During lesson plan conferences the Discursive Model was emphasized as participants planned classroom discussion and explored possible student responses enabling them to anticipate how they could attempt to increase student understanding. 3) Participants displayed three distinct patterns of adoption of the Teaching Science as Argument Framework (TSAF), involving different discursive practices. They were, • Detached Discursive Approach

Life science teachers' decision making on sex education

NASA Astrophysics Data System (ADS)

Gill, Puneet Singh

The desires of young people and especially young bodies are constructed at the intersections of policies that set the parameters of sex education policies, the embodied experiences of students in classrooms, and the way bodies are discussed in the complex language of science. Moreover, more research points to the lack of scientifically and medically accurate information about sex education. Through this research, I hope to extend the discussion about sex education to life science classrooms, where youth can discuss how sex occurs according to scientific concepts and processes. However, science classrooms are caught in a double bind: They maintain positivist methods of teaching science while paying little attention to the nature of science or the nature and function of science that offer explanations of scientific phenomena. In this study, I describe how science teachers made decisions about what to include or not include about sexuality in a life science classroom and the discursive frameworks that shaped these decisions. I also analyzed the ways that these relationships functioned to produce certain truths, or discourses. The current trends in research concerning SSI are pointing to understanding how controversial issues are framed according to personal philosophies, identities, and teaching approaches. If we can understand science teachers' inner aspects as they relate to sexuality education, we can also understand the deep-seeded motivations behind how these specific issues are being taught. In science classrooms where a discussion of the body is part of the curriculum, specific discourses of the body and sex/sexuality are excluded. In this study, I describe how science teachers made decisions about what to include or not include about sexuality in a life science classroom and the discursive practices that shaped these decisions.

Promoting Physical Science to Education Majors: Making Connections between Science and Teaching

ERIC Educational Resources Information Center

Korb, Michele A.; Sirola, Christopher; Climack, Rebecca

2005-01-01

Elementary teachers have been identified as the single most important influence on student's future attitudes and motivations toward science. Research indicates that K-8 science teachers emphasize memorization more than the exploration of questions or critical thought as a result of their college science experiences. The reasons students gradually…

Science-based decision making in a high-risk energy production environment

NASA Astrophysics Data System (ADS)

Weiser, D. A.

2016-12-01

Energy production practices that may induce earthquakes require decisions about acceptable risk before projects begin. How much ground shaking, structural damage, infrastructure damage, or delay of geothermal power and other operations is tolerable? I review a few mitigation strategies as well as existing protocol in several U.S. states. Timely and accurate scientific information can assist in determining the costs and benefits of altering production parameters. These issues can also be addressed with probability estimates of adverse effects ("costs"), frequency of earthquakes of different sizes, and associated impacts of different magnitude earthquakes. When risk management decisions based on robust science are well-communicated to stakeholders, mitigation efforts benefit. Effective communications elements include a) the risks and benefits of different actions (e.g. using a traffic light protocol); b) the factors to consider when determining acceptable risk; and c) the probability of different magnitude events. I present a case example for The Geysers geothermal field in California, to discuss locally "acceptable" and "unacceptable" earthquakes and share nearby communities' responses to smaller and larger magnitude earthquakes. I use the USGS's "Did You Feel It?" data archive to sample how often felt events occur, and how many of those are above acceptable magnitudes (to both local residents and operators). Using this information, I develop a science-based decision-making framework, in the case of potentially risky earthquakes, for lessening seismic risk and other negative consequences. This includes assessing future earthquake probabilities based on past earthquake records. One of my goals is to help characterize uncertainties in a way that they can be managed; to this end, I present simple and accessible approaches that can be used in the decision making process.

Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers

ERIC Educational Resources Information Center

Xu, Jianzhong; Coats, Linda T.; Davidson, Mary L.

2012-01-01

Background/Context: Despite the best intentions to close the achievement gap, the underachievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students' cultural diversity as it relates to science education. On the few occasions…

Science, governance, and public participation: an analysis of decision making on genetic modification in Aotearoa/New Zealand.

PubMed

Kurian, Priya; Wright, Jeanette

2012-05-01

The acceptance of public participation in science and technology governance in liberal democratic contexts is evident in the institutionalization of a variety of mechanisms for participation in recent decades. Yet questions remain about the extent to which institutions have actually transformed their policy practice to embrace democratic governance of techno-scientific decision making. A critical discourse analysis of the response to public participation by the Environmental Risk ManagementAuthority (ERMA), the key decision-making body on genetic modification in Aotearoa/New Zealand, in a specific case demonstrates that ERMA systematically marginalized concerns raised by the public about risk management, ethics, and ecological, economic, and cultural issues in order to give primacy to a positivist, technological worldview. Such delegitimization of public perspectives pre-empts the possibility of the democratic governance of science.

MY NASA DATA: Making Earth Science Data Accessible to the K-12 Community

NASA Astrophysics Data System (ADS)

Chambers, L. H.; Alston, E. J.; Diones, D. D.; Moore, S. W.; Oots, P. C.; Phelps, C. S.

2006-12-01

In 2004, the Mentoring and inquirY using NASA Data on Atmospheric and Earth science for Teachers and Amateurs (MY NASA DATA) project began. The goal of this project is to enable K-12 and citizen science communities to make use of the large volume of Earth System Science data that NASA has collected and archived. One major outcome is to allow students to select a problem of real-life importance, and to explore it using high quality data sources without spending months looking for and then learning how to use a dataset. The key element of the MY NASA DATA project is the implementation of a Live Access Server (LAS). The LAS is an open source software tool, developed by NOAA, that provides access to a variety of data sources through a single, fairly simple, point- and- click interface. This tool truly enables use of the available data - more than 100 parameters are offered so far - in an inquiry-based educational setting. It readily gives students the opportunity to browse images for times and places they define, and also provides direct access to the underlying data values - a key feature of this educational effort. The team quickly discovered, however, that even a simple and fairly intuitive tool is not enough to make most teachers comfortable with data exploration. User feedback has led us to create a friendly LAS Introduction page, which uses the analogy of a restaurant to explain to our audience the basic concept of an LAS. In addition, we have created a "Time Coverage at a Glance" chart to show what data are available when. This keeps our audience from being too confused by the patchwork of data availability caused by the start and end of individual missions. Finally, we have found it necessary to develop a substantial amount of age appropriate documentation, including topical pages and a science glossary, to help our audience understand the parameters they are exploring and how these parameters fit into the larger picture of Earth System Science. MY NASA DATA

Review of Cold war social science: Knowledge production, liberal democracy, and human nature, and Working knowledge: Making the human sciences from Parsons to Kuhn.

PubMed

Erickson, Paul

2013-11-01

Reviews the books, Cold War Social Science: Knowledge Production, Liberal Democracy, and Human Nature by Mark Solovey and Hamilton Cravens (2012) and Working Knowledge: Making the Human Sciences From Parsons to Kuhn by Joel Isaac (see record 2012-13212-000). Taken together, these two important books make intriguing statements about the way to write the histories of fields like psychology, sociology, anthropology, and economics in the Anglo American world during the 20th century. To date, histories of these fields have drawn on a number of fairly well-established punctuation marks to assist in periodization: the shift from interwar institutionalism in economics to postwar neoclassicism, with its physics-like emphasis on mathematical theory-building; the transition from the regnant prewar behaviorism through a postwar "cognitive revolution" in American psychology; and the move in fields like sociology and anthropology away from positivism and the pursuit of what has sometimes been called "grand theory" in the early postwar era toward a period defined by intellectual and political fragmentation, the reemergence of interpretive approaches and a reaction to the scientistic pretensions of the earlier period. These books, by contrast, provide perspectives orthogonal to such existing narrative frameworks by adopting cross-cutting lenses like the "Cold War" and the working practices of researchers in the social and behavioral sciences. As a result, they do much to indicate the value of casting a historiographical net beyond individual disciplines, or even beyond the "social sciences" or the "human sciences" sensu stricto, in the search for deeper patterns of historical development in these fields. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Deepening Inquiry: What Processes of Making Music Can Teach Us about Creativity and Ontology for Inquiry Based Science Education

ERIC Educational Resources Information Center

Gershon, Walter S.; Oded, Ben-Horin

2014-01-01

Drawing from their respective work at the intersection of music and science, the coauthors argue that engaging in processes of making music can help students more deeply engage in the kinds of creativity associated with inquiry based science education (IBSE) and scientists better convey their ideas to others. Of equal importance, the processes of…

ESD practice through global approach -7-year practices of developing science lessen modules and fostering integrated decision making ability-

NASA Astrophysics Data System (ADS)

Kajiyama, Kosei

2016-04-01

Hiroshima University High School (HUHS) has devised and carried out overseas exchange programs on ESD issues for 7 years. These programs have been carried out as a part of a government-aided project called SSH (Super Science High School) *1. To start with, we had cooperative study program with a school in Germany in 2009, and next year with a school in Korea, and then gradually have expanded the cooperative schools. Since 2013, we have worked with schools in four countries; Korea, Thailand, Czech and Germany. Science lesson modules here refers to an assembly of a set of lessons, newly developed and improved for the project. These modules characteristically require the students to make decisions by themselves on given problems. In the course of the decision making, students learn what kind of data or facts should be presented as evidence and how they can make their decisions known to others. Among several modules we have designed, the one introduced here deals with the use of solar energy, which we carried out with a school in Korea in 2014-2015. It also includes lessons of the fuel cells using energy from hydrogen gas generated by solar cells. It aims to develop global human resources through carefully planned activities. First, the students of both schools make mixed groups and conduct experiments in physics, chemistry or biology on a given problem related to solar energy. Then they discuss in groups using data obtained from the experiments and through the Internet as evidence. After the thorough discussion, each group gives a presentation on their decision. The analysis of the presentations and the questionnaire to the students revealed the following points: 1) Students have come to have multidimensional perspectives on the utilization of solar energy. 2) Students have come to combine the results of different experiments when making decisions. 3) Students have developed flexible attitudes toward other cultures. 4) Students have developed communication skills in

Cognitive science contributions to decision science.

PubMed

Busemeyer, Jerome R

2015-02-01

This article briefly reviews the history and interplay between decision theory, behavioral decision-making research, and cognitive psychology. The review reveals the increasingly important impact that psychology and cognitive science have on decision science. One of the main contributions of cognitive science to decision science is the development of dynamic models that describe the cognitive processes that underlay the evolution of preferences during deliberation phase of making a decision. Copyright © 2014 Elsevier B.V. All rights reserved.

Experiences in Bridging the Gap between Science and Decision Making at NASA's GSFC Earth Science Data and Information Services Center (GES DISC)

NASA Technical Reports Server (NTRS)

Kempler, Steven; Teng, Bill; Friedl, Lawrence; Lynnes, Chris; Leptoukh, Gregory

2008-01-01

Recognizing the significance of NASA remote sensing Earth science data in monitoring and better understanding our planet s natural environment, NASA has implemented the Decision Support Through Earth Science Research Results program (NASA ROSES solicitations). a) This successful program has yielded several monitoring, surveillance, and decision support systems through collaborations with benefiting organizations. b) The Goddard Space Flight Center (GSFC) Earth Sciences Data and Information Services Center (GES DISC) has participated in this program on two projects (one complete, one ongoing), and has had opportune ad hoc collaborations gaining much experience in the formulation, management, development, and implementation of decision support systems utilizing NASA Earth science data. c) In addition, GES DISC s understanding of Earth science missions and resulting data and information, including data structures, data usability and interpretation, data interoperability, and information management systems, enables the GES DISC to identify challenges that come with bringing science data to decision makers. d) The purpose of this presentation is to share GES DISC decision support system project experiences in regards to system sustainability, required data quality (versus timeliness), data provider understanding of how decisions are made, and the data receivers willingness to use new types of information to make decisions, as well as other topics. In addition, defining metrics that really evaluate success will be exemplified.

Making UFOs make sense: Ufology, science, and the history of their mutual mistrust.

PubMed

Eghigian, Greg

2017-07-01

Reports of unidentified flying objects and alien encounters have sparked amateur research (ufology), government investigations, and popular interest in the subject. Historically, however, scientists have generally greeted the topic with skepticism, most often dismissing ufology as pseudoscience and believers in unidentified flying objects and aliens as irrational or abnormal. Believers, in turn, have expressed doubts about the accuracy of academic science. This study examines the historical sources of the mutual mistrust between ufologists and scientists. It demonstrates that any science doubt surrounding unidentified flying objects and aliens was not primarily due to the ignorance of ufologists about science, but rather a product of the respective research practices of and relations between ufology, the sciences, and government investigative bodies.

Making the Invisible Visible: The Oklahoma Science Project.

ERIC Educational Resources Information Center

McCarty, Robbie; Pedersen, Jon E.

2002-01-01

Reports that teachers in preservice education programs still view the teaching of science much in the same traditional ways as our predecessors. "The Oklahoma Science Project (OSP) Model for Professional Development: Practicing Science Across Contexts" will build discourses and relationships that can be extended across contexts to establish…

Making Sense of Principal Leadership in Content Areas: The Case of Secondary Math and Science Instruction

ERIC Educational Resources Information Center

Lochmiller, Chad R.; Acker-Hocevar, Michele

2016-01-01

We drew upon sense making and leadership content knowledge to explore how high school administrators' understanding of content areas informed their leadership. We used math and science to illustrate our interpretations, noting that other content areas may pose different challenges. We found that principals' limited understanding of these content…

Making Science Trade Book Choices for Elementary Classrooms

ERIC Educational Resources Information Center

Atkinson, Terry S.; Matusevich, Melissa N.; Huber, Lisa

2009-01-01

Teachers often use science trade books in the classroom for a number of reasons: to enhance science instruction, to augment an adopted science textbook, or to integrate literacy with subject-area content. Using Patricia Hunsader's mathematics trade book evaluation rubric published in the April 2004 issue of "Reading Teacher" as a model, the…

Contemporary Science and Worldview-Making

ERIC Educational Resources Information Center

Cordero, Alberto

2009-01-01

This paper discusses the impact of contemporary scientific knowledge on worldviews. The first three sections provide epistemological background for the arguments that follow. Sections 2 and 3 discuss the reliable part of science, specifically the characterization, scope and limits of the present scientific canon. Section 4 deals with the mode of…

Perspectives of German and US Students as They Make Meaning of Science in Their Everyday Lives

ERIC Educational Resources Information Center

Preczewski, Paul J.; Mittler, Alexandra; Tillotson, John W.

2009-01-01

Scientific literacy is a major educational and political goal worldwide, yet the development and enhancement of scientific literacy is not well understood. In order to better understand scientific literacy at the level of everyday science meaning making and a person's ability to address scientific questions and issues, this study reports on…

Making Science Appeal to Girls

ERIC Educational Resources Information Center

McCrea, Bridget

2011-01-01

It is no secret that many girls seem disinterested in science, technology, engineering, and mathematics (STEM), but strategies for building their interest are sometimes elusive. Because STEM career paths are not always perceived as "natural" for women, educators do no't always push their female students to explore these educational areas. As a…

Making On-line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions

NASA Astrophysics Data System (ADS)

Adams, Wendy K.; Alhadlaq, Hisham; Malley, Christopher V.; Perkins, Katherine K.; Olson, Jonathan; Alshaya, Fahad; Alabdulkareem, Saleh; Wieman, Carl E.

2012-02-01

The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this partnership is to make PhET simulations and the website easily translatable into any language. The PhET project team overcame this challenge by creating the Translation Utility. This tool allows a person fluent in both English and another language to easily translate any of the PhET simulations and requires minimal computer expertise. In this paper we discuss the technical issues involved in this software solution, as well as the issues involved in obtaining accurate translations. We share our solutions to many of the unexpected problems we encountered that would apply generally to making on-line scientific course materials available in many different languages, including working with: languages written right-to-left, different character sets, and different conventions for expressing equations, variables, units and scientific notation.

How Science Texts and Hands-on Explorations Facilitate Meaning Making: Learning from Latina/o Third Graders

ERIC Educational Resources Information Center

Varelas, Maria; Pieper, Lynne; Arsenault, Amy; Pappas, Christine C.; Keblawe-Shamah, Neveen

2014-01-01

In this study, we examined opportunities for reasoning and meaning making that read-alouds of children's literature science information books and related hands-on explorations offered to young Latina/o students in an urban public school. Using a qualitative, interpretative framework, we analyzed classroom discourse and children's writing…

The value and potential of multisited ethnography for science education research: a review of Jrène Rahm's Science in the Making at the Margin

NASA Astrophysics Data System (ADS)

Beeman-Cadwallader, Nicole

2012-03-01

Rahm sought to illuminate how children and youth make meaning of science in three out-of-school time programs, and the identity work that is done through the trajectory of their youth toward their young adulthood. Through using multisited ethnography, she asserts that we can learn more about what the youth say about their science learning and science literacy development in these programs. She has revealed through her rich data the potential value of multisited ethnography for science education research. A similar theme of insider/outsider status to science emerged in each of the three sites. The nature of the data collected in Rahm's multisited ethnography allowed for the unveiling of the similarities in this theme, but also made evident the nuanced ways that this theme presented itself differently across the three sites. The additional potential came through in the varied data Rahm could have delved into and did not. A unique characteristic of ethnographic research, that is not necessarily present in other research methods, is that a wide array of varied data is collected. An analysis of documents, images, and observational field notes, which go beyond interview data, may provide deeper understandings previously untouched in science education.

An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education

ERIC Educational Resources Information Center

Tang, Kok-Sing; Delgado, Cesar; Moje, Elizabeth Birr

2014-01-01

This paper presents an integrative framework for analyzing science meaning-making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the…

Uncertainty in Driftless Area Cold-Water Fishery Decision Making and a Framework for Stakeholder-Based Science

NASA Astrophysics Data System (ADS)

Schuster, Z.

2015-12-01

The paradigm of stakeholder-based science is becoming more popular as organizations such as the U.S. Department of the Interior Climate Science Centers adopt it as a way of providing practicable climate change information to practitioners. One of the key issues stakeholders face in adopting climate change information into their decision processes is how uncertainty is addressed and communicated. In this study, we conducted a series of semi-structured interviews with managers and scientists working on stream habitat restoration of cold-water fisheries in the Driftless Area of Wisconsin that were focused on how they interpret and manage uncertainty and what types of information they need to make better decisions. One of the important lessons we learned from the interviews is that if researchers are going to provide useful climate change information to stakeholders, they need to understand where and how decisions are made and what adaptation measures are actually available in a given decision arena. This method of incorporating social science methods into climate science production can provide a framework for researchers from the Climate Science Centers and others who are interested in pursuing stakeholder-based science. By indentifying a specific ecological system and conducting interviews with actors who work on that system, researchers will be able to gain a better understanding of how their climate change science can fit into existing or shape new decision processes. We also interpreted lessons learned from our interviews via existing literature in areas such as stakeholder-based modeling and the decision sciences to provide guidance specific to the stakeholder-based science process.

The (Non)Making/Becoming of Inquiry Practicing Science Teachers

ERIC Educational Resources Information Center

Sharma, Ajay; Muzaffar, Irfan

2012-01-01

Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely on preservice science teachers' knowledge, beliefs and conceptions regarding science and science…

Quantum-Like Models for Decision Making in Psychology and Cognitive Science

NASA Astrophysics Data System (ADS)

Khrennikov, Andrei.

2009-02-01

We show that (in contrast to rather common opinion) the domain of applications of the mathematical formalism of quantum mechanics is not restricted to physics. This formalism can be applied to the description of various quantum-like (QL) information processing. In particular, the calculus of quantum (and more general QL) probabilities can be used to explain some paradoxical statistical data which was collected in psychology and cognitive science. The main lesson of our study is that one should sharply distinguish the mathematical apparatus of QM from QM as a physical theory. The domain of application of the mathematical apparatus is essentially wider than quantum physics. Quantum-like representation algorithm, formula of total probability, interference of probabilities, psychology, cognition, decision making.

Making Science Accessible to Students with Significant Cognitive Disabilities

ERIC Educational Resources Information Center

Andersen, Lori; Nash, Brooke

2016-01-01

The publication of A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013) have created a need for new alternate content standards and alternate assessments in science that are linked to the new general education science standards. This article describes how a…

Meanings teachers make of teaching science outdoors as they explore citizen science

NASA Astrophysics Data System (ADS)

Benavides, Aerin Benavides

This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engestrom's (2001) framework of cultural-historical activity theory (CHAT), the Arboretum's outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers' expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.

Navigating the boundary of science for decision making at the state and local level

NASA Astrophysics Data System (ADS)

Gonzales, L. M.; Wood, C.; Boland, M. A.; Rose, C. A.

2015-12-01

Scientific information should play a vital role in many decision making processes, yet issues incorporating geoscience information often arise due to inherent differences between how scientists and decision makers operate. Decision makers and scientists have different priorities, produce work at different rates, and often lack an understanding of each others' institutional constraints. Boundary organizations, entities that facilitate collaboration and information flow across traditional boundaries such as that between scientists and decision makers, are in a unique position to improve the dialogue between disparate groups. The American Geosciences Institute (AGI), a nonprofit federation of 50 geoscience societies and organizations, is linking the geoscience and decision-making communities through its Critical Issues Program. AGI's Critical Issues program has first-hand experience in improving the transfer of information across the science-decision making boundary, particularly in areas pertaining to water resources and hazards. This presentation will focus on how, by collaborating with organizations representing the decision making and geoscience communities to inform our program development, we have created our three main content types - website, webinar series, and research database - to better meet the needs of the decision-making process. The program presents existing geoscience information in a way that makes the interconnected nature of geoscience topics more easily understood, encourages discussion between the scientific and decision-making communities, and has established a trusted source of impartial geoscience information. These efforts have focused on state and local decision makers—groups that increasingly influence climate and risk-related decisions, yet often lack the resources to access and understand geoscience information.

Co-planning among science and special education teachers: How do different conceptual lenses help to make sense of the process?

NASA Astrophysics Data System (ADS)

Swanson, Lauren H.; Bianchini, Julie A.

2015-12-01

In this study, we investigated the process of teacher co-planning. We examined two teams of high school science and special education teachers brought together to co-plan inclusive, inquiry-oriented science units as part of a professional development effort. We used three conceptual lenses to help make sense of this process: (1) characteristics of collaboration, (2) small group interactions, and (3) community discourse. Using these lenses individually and collectively, we identified strengths and limitations in teachers' co-planning efforts. A strength was that all teachers, irrespective of discipline, shared ideas and helped make decisions about the content and activities included in unit and lesson plans. A limitation was that teachers, again irrespective of discipline, discussed science education topics in their teams more often than special education ones. We found this latter finding of note as it spoke to issues of parity among teachers during the professional development. In our discussion, we argue that each conceptual lens yielded both unique and common findings on co-planning. We also provide recommendations for professional developers and educational scholars intent on organizing and/or researching co-planning among science and special education teachers.

Exploring Features of Integrative Teaching through a Microanalysis of Connection-Making Processes in a Health Sciences Curriculum

ERIC Educational Resources Information Center

Hooper, Barbara R.; Greene, David; Sample, Pat L.

2014-01-01

The interconnected nature of knowledge in the health sciences is not always reflected in how curricula, courses, and learning activities are designed. Thus have scholars advocated for more explicit attention to connection-making, or integration, in teaching and learning. However, conceptual and empirical work to guide such efforts is limited. This…

Using Astrobiology case studies to bring science decision making into the classroom: Mars sample return, exobiology and SETI

NASA Astrophysics Data System (ADS)

Race, Margaret

As citizens and decision makers of the future, today's students need to understand the nature of science and the implications of scientific discoveries and activities in a broad societal context. Astrobiology provides an opportunity to introduce students to real world decision-making involving cutting edge, multidisciplinary research topics that involve Earth, the solar system and beyond. Although textbooks and curricular materials may take years to develop, teachers can easily bring the latest astrobiological discoveries and hypotheses into the classroom in the form of case studies to complement science classes. For example, using basic biological, geological and chemical information from Earth and other planets, students can discuss the same questions that experts consider when planning a Mars Sample Return mission. How would you recognize extraterrestrial life? What would be the impact of bringing martian life to Earth? How should martian samples be handled and tested to determine whether they pose hazards to Earth's biota and ecosystems? If truly martian life exists, what are the implications for future human missions or colonies on the planet? What are the ethical and societal implications of discovering extraterrestrial life, whether in the solar system or beyond? What difference world it make if the extraterrestrial life is microbial and simple vs. intelligent and advanced? By integrating basic science concepts, up-to-date research findings, and information about laws, societal concerns, and public decision making, students can experience first-hand the kind of questions and challenges we're likely to face in the years ahead.

Lessons from COASST: How Does Citizen Science Contribute to Natural Resource Management & Decision-Making?

NASA Astrophysics Data System (ADS)

Metes, J.; Ballard, H. L.; Parrish, J.

2016-12-01

As many scholars and practitioners in the environmental field turn to citizen science to collect robust scientific data as well as engage with wider audiences, it is crucial to build a more complete understanding of how citizen science influences and affects different interests within a social-ecological system. This research investigates how federal, state, and tribal natural resource managers interact with data from the Coastal Observation & Seabird Survey Team (COASST) project—a citizen science program that trains participants to monitor species and abundance of beach-cast birds on the Pacific Northwest Coast. Fifteen coastal and fisheries managers who previously requested COASST data were interviewed about how and why they used data from the project and were asked to describe how information gained from COASST affected their management decisions. Results suggest that broadly, managers value and learn from the program's capacity to gather data spanning a wide spatial-temporal range. This contribution to baseline monitoring helps managers signal and track both short- and long-term environmental change. More specifically, managers use COASST data in conjunction with other professional monitoring programs, such as the National Marine Fisheries Observer Program, to build higher degrees of reliability into management decisions. Although managers offered diverse perspectives and experiences about what the role of citizen science in natural resource management generally should be, there was agreement that agencies on their own often lack personnel and funding required to sufficiently monitor many crucial resources. Additionally, managers strongly suggested that COASST and other citizen science projects increased public awareness and support for agency decision-making and policies, and indirect yet important contribution to natural resource management.

Science Squared: Teaching Science Visually.

ERIC Educational Resources Information Center

Paradis, Olga; Savage, Karen; Judice, Michelle

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

Does "science" make you moral? The effects of priming science on moral judgments and behavior.

PubMed

Ma-Kellams, Christine; Blascovich, Jim

2013-01-01

Previous work has noted that science stands as an ideological force insofar as the answers it offers to a variety of fundamental questions and concerns; as such, those who pursue scientific inquiry have been shown to be concerned with the moral and social ramifications of their scientific endeavors. No studies to date have directly investigated the links between exposure to science and moral or prosocial behaviors. Across four studies, both naturalistic measures of science exposure and experimental primes of science led to increased adherence to moral norms and more morally normative behaviors across domains. Study 1 (n = 36) tested the natural correlation between exposure to science and likelihood of enforcing moral norms. Studies 2 (n = 49), 3 (n = 52), and 4 (n = 43) manipulated thoughts about science and examined the causal impact of such thoughts on imagined and actual moral behavior. Across studies, thinking about science had a moralizing effect on a broad array of domains, including interpersonal violations (Studies 1, 2), prosocial intentions (Study 3), and economic exploitation (Study 4). These studies demonstrated the morally normative effects of lay notions of science. Thinking about science leads individuals to endorse more stringent moral norms and exhibit more morally normative behavior. These studies are the first of their kind to systematically and empirically test the relationship between science and morality. The present findings speak to this question and elucidate the value-laden outcomes of the notion of science.

The Arab-Israeli Conflict: A Decision-Making Game. Revised Edition. Supplementary Empirical Teaching Units in Political Science.

ERIC Educational Resources Information Center

Feste, Karen Ann

The Middle East decision making game has been developed to provide college level political science students with some indication of the complexities of international political situations. The central issue examined in the game is the way in which perceptions of a conflict relate to foreign policy decision. The game is divided into two sections. In…

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

Kids Can Make a Difference! Environmental Science Activities.

ERIC Educational Resources Information Center

Dashefsky, H. Steven

This book of more than 160 environmental science activities is designed to help students understand environmental issues, ask questions, and find solutions to the problems. Introductory sections address: (1) the nature of major global problems and a history of environmental concern; (2) basic environmental science terminology and scientific study…

Making Behavioral Science More Useful.

ERIC Educational Resources Information Center

Lorsch, Jay W.

1979-01-01

The author makes a plea to both academics and managers to consider the price business pays for applying universal theories in particular situations and asks each to take a role in rectifying the situation. (Author/IRT)

Science Experiences among Female Athletes: Race Makes a Difference

NASA Astrophysics Data System (ADS)

Kraus, Rebecca S.; Hanson, Sandra L.

Sport participation is increasingly seen as a resource with considerable physical, social, and academic benefits. As a new millennium begins with girls more visible in sport, an important question is whether all girls reap these benefits. Although general academic benefits of sport have been shown, the authors' earlier work showed that experience in the male sport domain benefits young women in the elite (often male) science curriculum. Competition, self-esteem, and other individual resources gained through sport are potential sources of success in the similarly competitive male realm of science. In this research, the authors used critical feminist theory to guide their examination of racial and ethnic variations in the relation between sport participation and science experiences for young women. Data from the nationally representative National Education Longitudinal Study were used to explore the impact of sport participation in the 8th and 10th grades on 10th grade science achievement (measured by science grades and standardized test scores) and course taking for African American, Hispanic, and White women. The findings revealed that sport participation has some positive consequences for the science experiences of each of the groups of women. It also has some negative consequences, although the positive consequences outnumber the negative consequences for Hispanic and White, but not African American, women. Sport in 10th grade, especially competitive varsity sport, is most likely to have positive consequences. The findings revealed that each of the groups experiences different routes to success in science, and sport participation is present at some level in each of these routes. A consideration of multiple areas of science experience is important for understanding the connections between race and ethnicity, sport, and science for young women. Unique sociocultural contexts are used to attempt to understand these findings, and implications are discussed.

Teaching "How Science Works" by Making and Sharing Videos

ERIC Educational Resources Information Center

Ingram, Neil

2010-01-01

"Science.tv" is a website where teachers and pupils can find quality video clips on a variety of scientific topics. It enables pupils to share research ideas and adds a dynamic new dimension to practical work. It has the potential to become an innovative way of incorporating "How science works" into secondary science curricula by encouraging…

Analogies as Tools for Meaning Making in Elementary Science Education: How Do They Work in Classroom Settings?

ERIC Educational Resources Information Center

Guerra-Ramos, Maria Teresa

2011-01-01

In this paper there is a critical overview of the role of analogies as tools for meaning making in science education, their advantages and disadvantages. Two empirical studies on the use of analogies in primary classrooms are discussed and analysed. In the first study, the "string circuit" analogy was used in the teaching of electric circuits with…

Science for Diplomacy, Diplomacy for Science

NASA Astrophysics Data System (ADS)

Colglazier, E. Wiliam

2015-04-01

I was a strong proponent of ``science diplomacy'' when I became Science and Technology Adviser to the Secretary of State in 2011. I thought I knew a lot about the subject after being engaged for four decades on international S&T policy issues and having had distinguished scientists as mentors who spent much of their time using science as a tool for building better relations between countries and working to make the world more peaceful, prosperous, and secure. I learned a lot from my three years inside the State Department, including great appreciation and respect for the real diplomats who work to defuse conflicts and avoid wars. But I also learned a lot about science diplomacy, both using science to advance diplomacy and diplomacy to advance science. My talk will focus on the five big things that I learned, and from that the one thing where I am focusing my energies to try to make a difference now that I am a private citizen again.

Completing the Link between Exposure Science and Toxicology for Improved Environmental Health Decision Making: The Aggregate Exposure Pathway Framework

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

Teeguarden, Justin G.; Tan, Yu-Mei; Edwards, Stephen W.

Driven by major scientific advances in analytical methods, biomonitoring, and computational exposure assessment, and a newly articulated vision for a greater impact in public health, the field of exposure science is undergoing a rapid transition from a field of observation to a field of prediction. Deployment of an organizational and predictive framework for exposure science analogous to the computationally enabled “systems approaches” used in the biological sciences is a necessary step in this evolution. Here we propose the aggregate exposure pathway (AEP) concept as the natural and complementary companion in the exposure sciences to the adverse outcome pathway (AOP) conceptmore » in the toxicological sciences. The AEP framework offers an intuitive approach to successful organization of exposure science data within individual units of prediction common to the field, setting the stage for exposure forecasting. Looking farther ahead, we envision direct linkages between aggregate exposure pathway and adverse outcome pathways, completing the source to outcome continuum and setting the stage for more efficient integration of exposure science and toxicity testing information. Together these frameworks form and inform a decision making framework with the flexibility for risk-based, hazard-based or exposure-based decisions.« less

Understanding the Science Experiences of Successful Women of Color: Science Identity as an Analytic Lens

ERIC Educational Resources Information Center

Carlone, Heidi B.; Johnson, Angela

2007-01-01

In this study, we develop a model of science identity to make sense of the science experiences of 15 successful women of color over the course of their undergraduate and graduate studies in science and into science-related careers. In our view, science identity accounts both for how women make meaning of science experiences and how society…

Making Kew Observatory: the Royal Society, the British Association and the politics of early Victorian science.

PubMed

Macdonald, Lee T

2015-09-01

Built in 1769 as a private observatory for King George III, Kew Observatory was taken over in 1842 by the British Association for the Advancement of Science (BAAS). It was then quickly transformed into what some claimed to be a 'physical observatory' of the sort proposed by John Herschel - an observatory that gathered data in a wide range of physical sciences, including geomagnetism and meteorology, rather than just astronomy. Yet this article argues that the institution which emerged in the 1840s was different in many ways from that envisaged by Herschel. It uses a chronological framework to show how, at every stage, the geophysicist and Royal Artillery officer Edward Sabine manipulated the project towards his own agenda: an independent observatory through which he could control the geomagnetic and meteorological research, including the ongoing 'Magnetic Crusade'. The political machinations surrounding Kew Observatory, within the Royal Society and the BAAS, may help to illuminate the complex politics of science in early Victorian Britain, particularly the role of 'scientific servicemen' such as Sabine. Both the diversity of activities at Kew and the complexity of the observatory's origins make its study important in the context of the growing field of the 'observatory sciences'.

Making Waves: An Exploration in Learning through Art, Science, and Making

ERIC Educational Resources Information Center

Anderson, Emma Jane

2017-01-01

For nearly one hundred years, from progressive education to critical pedagogy, philosophers, researchers, and educators have advocated for listening, respecting, and providing space for the learner's voice within education. When teaching challenging science content, it is vital to provide both a context for the knowledge and a reason for learning…

Scientific Literacy for Democratic Decision-Making

ERIC Educational Resources Information Center

Yacoubian, Hagop A.

2018-01-01

Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the…

Making science education meaningful for American Indian students: The effect of science fair participation

NASA Astrophysics Data System (ADS)

Welsh, Cynthia Ann

Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

Ocean Science for Decision-Making: Current Activities of the National Research Council's Ocean Studies Board

NASA Astrophysics Data System (ADS)

Roberts, S.; Glickson, D.; Mengelt, C.; Forrest, S.; Waddell, K.

2012-12-01

The National Research Council is a private, nonprofit organization chartered by Congress in 1916 as an expansion of the U.S. National Academy of Sciences. Its mission is to improve the use of science in government decision making and public policy, increase public understanding, and promote the acquisition and dissemination of knowledge in matters involving science, engineering, technology, and health. Within the National Research Council, the Ocean Studies Board (OSB) mission is to explore the science, policies, and infrastructure needed to understand, manage, and conserve coastal and marine environments and resources. OSB undertakes studies and workshops on emerging scientific and policy issues at the request of federal agencies, Congress, and others; provides program reviews and guidance; and facilitates communication on oceanographic issues among different sectors. OSB also serves as the U.S. National Committee to the international, nongovernmental Scientific Committee on Oceanic Research (SCOR). OSB has produced reports on a wide range of topics of interest to researchers and educators, the federal government, the non-profit sector, and industry. Recent reports have focused on ecosystem services in the Gulf of Mexico after the Deepwater Horizon oil spill, sea level rise on the U.S. west coast, scientific ocean drilling needs and accomplishments, requirements for sustained ocean color measurements, critical infrastructure for ocean research, tsunami warning and preparedness, ocean acidification, and marine and hydrokinetic power resource assessments. Studies that are currently underway include responding to oil spills in the Arctic, evaluating the effectiveness of fishery stock rebuilding plans, and reviewing the National Ocean Acidification Research Plan. OSB plays an important role in helping create policy decisions and disseminating important information regarding various aspects of ocean science.

Science Process Skills in Science Curricula Applied in Turkey

ERIC Educational Resources Information Center

Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

Risk and Infrastructure Science Center - Global Security Sciences

Science.gov Websites

delivers scientific tools and methodologies to inform decision making regarding the most challenging Sciences ASD Accelerator Systems AES APS Engineering Support XSD X-ray Science Physical Sciences and Leadership Strategic Alliance for Global Energy Solutions Overview Leadership Systems Science Center Overview

Theoretical computer science and the natural sciences

NASA Astrophysics Data System (ADS)

Marchal, Bruno

2005-12-01

I present some fundamental theorems in computer science and illustrate their relevance in Biology and Physics. I do not assume prerequisites in mathematics or computer science beyond the set N of natural numbers, functions from N to N, the use of some notational conveniences to describe functions, and at some point, a minimal amount of linear algebra and logic. I start with Cantor's transcendental proof by diagonalization of the non enumerability of the collection of functions from natural numbers to the natural numbers. I explain why this proof is not entirely convincing and show how, by restricting the notion of function in terms of discrete well defined processes, we are led to the non algorithmic enumerability of the computable functions, but also-through Church's thesis-to the algorithmic enumerability of partial computable functions. Such a notion of function constitutes, with respect to our purpose, a crucial generalization of that concept. This will make easy to justify deep and astonishing (counter-intuitive) incompleteness results about computers and similar machines. The modified Cantor diagonalization will provide a theory of concrete self-reference and I illustrate it by pointing toward an elementary theory of self-reproduction-in the Amoeba's way-and cellular self-regeneration-in the flatworm Planaria's way. To make it easier, I introduce a very simple and powerful formal system known as the Schoenfinkel-Curry combinators. I will use the combinators to illustrate in a more concrete way the notion introduced above. The combinators, thanks to their low-level fine grained design, will also make it possible to make a rough but hopefully illuminating description of the main lessons gained by the careful observation of nature, and to describe some new relations, which should exist between computer science, the science of life and the science of inert matter, once some philosophical, if not theological, hypotheses are made in the cognitive sciences. In the

Critical Science Literacy: What Citizens and Journalists Need to Know to Make Sense of Science

ERIC Educational Resources Information Center

Priest, Susanna

2013-01-01

Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator…

Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

NASA Astrophysics Data System (ADS)

Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

2013-03-01

This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

Making Learning Interesting and Its Application to the Science Classroom

ERIC Educational Resources Information Center

Jack, Brady Michael; Lin, Huann-shyang

2017-01-01

Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of…

Making Movies

ERIC Educational Resources Information Center

Crompton, Zoe; Davies, Emma

2012-01-01

Children enjoy making movies but can it help them to understand science? In this article, the authors discuss how creating stop-frame animations of salt dissolving can deepen children's understanding of this process. (Contains 1 figure.)

Evaluation Science

ERIC Educational Resources Information Center

Patton, Michael Quinn

2018-01-01

Culturally and politically science is under attack. The core consequence of perceiving and asserting evaluation as science is that it enhances our credibility and effectiveness in supporting the importance of science in our world and brings us together with other scientists to make common cause in supporting and advocating for science. Other…

Making Sense of Integrated Science: A Guide for High Schools.

ERIC Educational Resources Information Center

Biological Sciences Curriculum Study, Colorado Springs.

This guide outlines the initial work and includes recommendations for schools and districts on how to implement an integrated science program. Chapters include: (1) "What Is Integrated Science and What Does It Look Like at the High School Level?"; (2) "Coherence in High School Science" (F. James Rutherford); (3) "Thinking about Change: What Will…

Linking science, public values, and decision-making: Case study development for public deliberations about climate change resilience

NASA Astrophysics Data System (ADS)

Weller, N.; Bennett, I.; Bernstein, M.; Farooque, M.; Lloyd, J.; Lowenthal, C.; Sittenfeld, D.

2016-12-01

Actionable science seeks to align scientific inquiry with decision-making priorities to overcome rifts between scientific knowledge and the needs of decision makers. Combining actionable science with explorations of public values and priorities creates useful support for decision makers facing uncertainty, tradeoffs, and limited resources. As part of a broader project to create public forums about climate change resilience, we convened workshops with decision makers, resilience experts, and community stakeholders to discuss climate change resilience. Our goals were 1) to create case studies of resilience strategies for use in public deliberations at science museums across 8 U.S. cities; and 2) to build relationships with decision makers and stakeholders interested in these public deliberations. Prior to workshops, we created summaries of resilience strategies using academic literature, government assessments, municipal resilience plans, and conversations with workshop participants. Workshops began with example deliberation activities followed by semi-structured discussions of resilience strategies centered on 4 questions: 1) What are the key decisions to be made regarding each strategy? 2) What stakeholders and perspectives are relevant to each strategy? 3) What available data are relevant to each strategy? 4) What visualizations or other resources are useful for communicating things about each strategy? Workshops yielded actionable dialogue regarding issues of justice, feasibility, and the socio-ecological-technical systems impacted by climate change hazards and resilience strategies. For example, discussions of drought revealed systemic and individual-level challenges and opportunities; discussions of sea level rise included ways to account for the cultural significance of many coastal communities. The workshops provide a model for identifying decision-making priorities and tradeoffs and building partnerships among stakeholders, scientists, and decision makers.

Personal Health—Personalized Science: A new driver for science education?

NASA Astrophysics Data System (ADS)

Roth, Wolff-Michael

2014-06-01

Since the 1950s, originating with and driven by the Sputnik shock, there have been tremendous efforts to improve science education. Over the past two decades, the initial focus on science content has been abandoned, at least among many science education researchers, in favor of socio-scientific issues. Yet even this social turn does not appear to make much difference, as scores of students continue to be turned off in/by school science. In this contribution, based on a first-person (phenomenological) investigation, I suggest why and under which condition health and environment may constitute suitable contexts for (also) teaching science. I conclude that more than content and approach (science) educators need to reconsider the very structure of schooling, which may be the real problem in making learning an authentic endeavor.

Making PCK Explicit--Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

ERIC Educational Resources Information Center

Nilsson, Pernilla; Vikström, Anna

2015-01-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own…

Streamlining Science: Three New Science Tools Make Data Collection a Snap

ERIC Educational Resources Information Center

Brown, Mike

2006-01-01

Today, collecting, evaluating, and analyzing data--the basic concepts of scientific study--usually involves electronic probeware. Probeware combines sensors that collect data with software that analyzes it once it has been sent to a computer or calculator. Science inquiry has benefited greatly from the use of electronic probeware, providing…

Effects of Making Sense of SCIENCE[TM] Professional Development on the Achievement of Middle School Students, Including English Language Learners. Final Report. NCEE 2012-4002

ERIC Educational Resources Information Center

Heller, Joan I.

2012-01-01

This study evaluated an approach to professional development for middle school science teachers by closely examining one grade 8 course that embodies that approach. Using a cluster-randomized experimental design, the study tested the effectiveness of the Making Sense of SCIENCE[TM] professional development course on force and motion (Daehler,…

Making the transition to middle schooling: A case study of experienced science teachers coping with change

NASA Astrophysics Data System (ADS)

Strong, Donna Dorough

The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of

Overview of Aro Program on Network Science for Human Decision Making

NASA Astrophysics Data System (ADS)

West, Bruce J.

This program brings together researchers from disparate disciplines to work on a complex research problem that defies confinement within any single discipline. Consequently, not only are new and rewarding solutions sought and obtained for a problem of importance to society and the Army, that is, the human dimension of complex networks, but, in addition, collaborations are established that would not otherwise have formed given the traditional disciplinary compartmentalization of research. This program develops the basic research foundation of a science of networks supporting the linkage between the physical and human (cognitive and social) domains as they relate to human decision making. The strategy is to extend the recent methods of non-equilibrium statistical physics to non-stationary, renewal stochastic processes that appear to be characteristic of the interactions among nodes in complex networks. We also pursue understanding of the phenomenon of synchronization, whose mathematical formulation has recently provided insight into how complex networks reach accommodation and cooperation. The theoretical analyses of complex networks, although mathematically rigorous, often elude analytic solutions and require computer simulation and computation to analyze the underlying dynamic process.

Students' meaning making in science: solving energy resource problems in virtual worlds combined with spreadsheets to develop graphs

NASA Astrophysics Data System (ADS)

Krange, Ingeborg; Arnseth, Hans Christian

2012-09-01

The aim of this study is to scrutinize the characteristics of conceptual meaning making when students engage with virtual worlds in combination with a spreadsheet with the aim to develop graphs. We study how these tools and the representations they contain or enable students to construct serve to influence their understanding of energy resource consumption. The data were gathered in 1st grade upper-secondary science classes and they constitute the basis for the interaction analysis of students' meaning making with representations. Our analyses demonstrate the difficulties involved in developing students' orientation toward more conceptual orientations to representations of the knowledge domain. Virtual worlds do not in themselves represent a solution to this problem.

System understanding as a basis for sustainable decision-making. A science - school collaboration within the Sparkling Science project "Traisen w3"

NASA Astrophysics Data System (ADS)

Poppe, Michaela; Böck, Kerstin; Loach, Andreas; Scheikl, Sigrid; Zitek, Andreas; Heidenreich, Andrea; Kurz-Aigner, Roman; Schrittwieser, Martin; Muhar, Susanne

2016-04-01

Equipping young people with the skills to participate successfully in increasingly complex environments and societies is a central issue of policy makers around the world. Only the understanding of complex socio-environmental systems establishes a basis for making decisions leading to sustainable development. However, OECD Pisa studies indicated, that only a low percentage of 15-year-old students was able to solve straightforward problems. Additionally, students get less interested in natural science education. In Austria "Sparkling Science" projects funded by the Federal Ministry of Science, Research and Economy in Austria target at integrating science with school learning by involving young people into scientific research for the purpose of developing new and engaging forms of interactive, meaningful learning. Within the Sparkling Science Project "Traisen.w3" scientists work together with 15 to 18-year-old students of an Austrian Secondary School over two years to identify and evaluate ecosystem services within the catchment of the river Traisen. One of the aims of the project is to foster system understanding of the youths by multi-modal school activities. To support the development of causal systems thinking, students developed qualitative causal models on processes in the catchment of the river Traisen with an interactive, hierarchically structured learning environment that was developed within the EU-FP7 project "DynaLearn" (http://www.dynalearn.eu) based on qualitative reasoning. Students worked in small groups and were encouraged to interlink entities, processes and simulate the results of the proposed interactions of hydrological, biological, ecological, spatial and societal elements. Within this setting collaborative problem solving competency through sharing knowledge, understanding and different perspectives was developed. Additionally, in several school workshops the ecosystem services concept was used as communication tool to show the

Return of the Lambkins: Practice Makes Perfect at Colorado Science Bowl |

Science.gov Websites

study and potential careers in science, technology, engineering, and math (STEM). "Science Bowl school students to explore math and science. Now, the competition attracts approximately 15,000 students

45 CFR 612.3 - Requirements for making requests.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 612.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF RECORDS AND INFORMATION § 612.3 Requirements for making requests. (a) Where to send a request. The National Science Foundation has one Agency component. You may make a FOIA request for records of...

45 CFR 612.3 - Requirements for making requests.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 612.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF RECORDS AND INFORMATION § 612.3 Requirements for making requests. (a) Where to send a request. The National Science Foundation has one Agency component. You may make a FOIA request for records of...

45 CFR 612.3 - Requirements for making requests.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 612.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF RECORDS AND INFORMATION § 612.3 Requirements for making requests. (a) Where to send a request. The National Science Foundation has one Agency component. You may make a FOIA request for records of...

45 CFR 612.3 - Requirements for making requests.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 612.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF RECORDS AND INFORMATION § 612.3 Requirements for making requests. (a) Where to send a request. You may make a FOIA request for records of the National Science Foundation by writing directly to the...

45 CFR 612.3 - Requirements for making requests.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 612.3 Public Welfare Regulations Relating to Public Welfare (Continued) NATIONAL SCIENCE FOUNDATION AVAILABILITY OF RECORDS AND INFORMATION § 612.3 Requirements for making requests. (a) Where to send a request. You may make a FOIA request for records of the National Science Foundation by writing directly to the...

Development and case study of a science-based software platform to support policy making on air quality.

PubMed

Zhu, Yun; Lao, Yanwen; Jang, Carey; Lin, Chen-Jen; Xing, Jia; Wang, Shuxiao; Fu, Joshua S; Deng, Shuang; Xie, Junping; Long, Shicheng

2015-01-01

This article describes the development and implementations of a novel software platform that supports real-time, science-based policy making on air quality through a user-friendly interface. The software, RSM-VAT, uses a response surface modeling (RSM) methodology and serves as a visualization and analysis tool (VAT) for three-dimensional air quality data obtained by atmospheric models. The software features a number of powerful and intuitive data visualization functions for illustrating the complex nonlinear relationship between emission reductions and air quality benefits. The case study of contiguous U.S. demonstrates that the enhanced RSM-VAT is capable of reproducing the air quality model results with Normalized Mean Bias <2% and assisting in air quality policy making in near real time. Copyright © 2014. Published by Elsevier B.V.

It Makes You Think

ERIC Educational Resources Information Center

Harden, Helen

2009-01-01

This article provides an overview of the "It Makes You Think" resource. The lessons provided by this resource show how students can learn about the global dimension through science. The "It Makes You Think" resource contains ten topics: (1) Metals in jewellery worldwide; (2) Global food market; (3) The worldwide travels of…

Science Lives: Women and Minorities in the Sciences.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. KUOM Radio.

This pamphlet and accompanying brochure of the same title describe a radio series of 13 half hour programs on the participation of women and minorities in science in the United States. The series attempts to make the public aware of the crisis in the sciences and science education and provides role models for young people, particularly young women…

The Humanities, Science and Technology: Making Connections.

ERIC Educational Resources Information Center

Badra, Robert

In the summers of 1991 and 1992, 4-week faculty institutes were held at Kalamazoo Valley Community College (KVCC), in Michigan. Funded by grants from the National Endowment for the Humanities, the institutes sought to examine the ways in which the humanities, science, and technology have each advanced human understanding. During the 1991…

Symposium on Integrating the Science of Environmental Justice into Decision-Making at the Environmental Protection Agency: An Overview

PubMed Central

Payne-Sturges, Devon; Garcia, Lisa; Lee, Charles; Zenick, Hal; Grevatt, Peter; Sanders, William H.; Case, Heather; Dankwa-Mullan, Irene

2011-01-01

In March 2010, the Environmental Protection Agency (EPA) collaborated with government and nongovernmental organizations to host a groundbreaking symposium, “Strengthening Environmental Justice Research and Decision Making: A Symposium on the Science of Disproportionate Environmental Health Impacts.” The symposium provided a forum for discourse on the state of scientific knowledge about factors identified by EPA that may contribute to higher burdens of environmental exposure or risk in racial/ethnic minorities and low-income populations. Also featured were discussions on how environmental justice considerations may be integrated into EPA's analytical and decision-making frameworks and on research needs for advancing the integration of environmental justice into environmental policymaking. We summarize key discussions and conclusions from the symposium and briefly introduce the articles in this issue. PMID:22028456

Does Hands-On Science Practices Make an Impact on Achievement in Science? A Meta-Analysis

ERIC Educational Resources Information Center

Caglak, Serdar

2017-01-01

This study aimed to investigate to what extent the use of hands-on science activities influences on students? academic achievement in science. Review of literature revealed several research studies focusing upon such aim and thus, a meta-analysis of these researches was carried out to obtain an overall effect size estimate of hands-on science…

Making Advanced Computer Science Topics More Accessible through Interactive Technologies

ERIC Educational Resources Information Center

Shao, Kun; Maher, Peter

2012-01-01

Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

ERIC Educational Resources Information Center

Poole, Michael

2016-01-01

This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

Using science-policy integration to improve ecosystem science and inform decision-making: Lessons from U.S. LTERs

USGS Publications Warehouse

Templer, Pamela H.; Lambert, Kathleen Fallon; Weiss, Marissa; Baron, Jill S.; Driscoll, Charles T.; Foster, David R.

2016-01-01

This Special Session took place on 12 August 2015 at the 100th Meeting of the Ecological Society of America in Baltimore, Maryland, and was conceived of and coordinated by the Science Policy Exchange. The Science Policy Exchange (SPE) is a boundary- spanning organization established to work at the interface of science and policy to confront pressing environmental challenges . SPE was created as a collaborative of six research institutions to increase the impact of science on environmental decisions. This session was organized by Marissa Weiss and co- organized by Pamela Templer, Kathleen Fallon Lambert, Jill Baron, Charles Driscoll, and David Foster. Along the theme of ESA ’ s Centennial meeting, the group of presenters represented collectively more than 100 years of experience in integration of science, policy, and outreach.

The feasibility of educating trainee science teachers in issues of science and religion

NASA Astrophysics Data System (ADS)

Poole, Michael

2016-06-01

This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

Science Education for Democratic Citizenship through the Use of the History of Science

ERIC Educational Resources Information Center

Kolsto, Stein Dankert

2008-01-01

Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today's post-academic science differs from academic science in the past, making the history of academic science…

Building Capacity for Actionable Science and Decision Making in Alaska

NASA Astrophysics Data System (ADS)

Timm, K.; Kettle, N.; Buxbaum, T. M.; Trainor, S.; Walsh, J. E.; York, A.

2017-12-01

Investigations of the processes for developing actionable science and supporting partnerships between researchers and practitioners has received increasing attention over the past decade. These studies highlight the importance of leveraging existing relationships and trust, supporting iterative interactions, and dedicating sufficient financial and human capital to the development of usable climate science. However, significant gaps remain in our understanding of how to build capacity for more effective partnerships. To meet these ends, the Alaska Center for Climate Assessment and Policy (ACCAP) is developing a series of trainings for scientists and practitioners to build capacity for producing actionable science. This process includes three phases: scoping and development, training, and evaluation. This presentation reports on the scoping and development phase of the project, which draws on an extensive web-based search of past and present capacity building and training activities, document analysis, and surveys of trainers. A synthesis of successful formats (e.g., training, placements, etc.), curriculum topics (e.g., climate science, interpersonal communication), and approaches to recruitment and curriculum development will be outlined. We then outline our approach for co-developing trainings in three different sectors, which engages other boundary organizations to leverage trust and exiting network connections to tailor the training activities. Through this effort we ultimately seek to understand how the processes and outcomes for co-developing trainings in actionable science vary across sectors and their implications for building capacity.

Making evolutionary biology a basic science for medicine

PubMed Central

Nesse, Randolph M.; Bergstrom, Carl T.; Ellison, Peter T.; Flier, Jeffrey S.; Gluckman, Peter; Govindaraju, Diddahally R.; Niethammer, Dietrich; Omenn, Gilbert S.; Perlman, Robert L.; Schwartz, Mark D.; Thomas, Mark G.; Stearns, Stephen C.; Valle, David

2010-01-01

New applications of evolutionary biology in medicine are being discovered at an accelerating rate, but few physicians have sufficient educational background to use them fully. This article summarizes suggestions from several groups that have considered how evolutionary biology can be useful in medicine, what physicians should learn about it, and when and how they should learn it. Our general conclusion is that evolutionary biology is a crucial basic science for medicine. In addition to looking at established evolutionary methods and topics, such as population genetics and pathogen evolution, we highlight questions about why natural selection leaves bodies vulnerable to disease. Knowledge about evolution provides physicians with an integrative framework that links otherwise disparate bits of knowledge. It replaces the prevalent view of bodies as machines with a biological view of bodies shaped by evolutionary processes. Like other basic sciences, evolutionary biology needs to be taught both before and during medical school. Most introductory biology courses are insufficient to establish competency in evolutionary biology. Premedical students need evolution courses, possibly ones that emphasize medically relevant aspects. In medical school, evolutionary biology should be taught as one of the basic medical sciences. This will require a course that reviews basic principles and specific medical applications, followed by an integrated presentation of evolutionary aspects that apply to each disease and organ system. Evolutionary biology is not just another topic vying for inclusion in the curriculum; it is an essential foundation for a biological understanding of health and disease. PMID:19918069

The National Aeronautics and Space Administration's Earth Science Applications Program: Exploring Partnerships to Enhance Decision Making in Public Health Practice

NASA Technical Reports Server (NTRS)

Vann, Timi S.; Venezia, Robert A.

2002-01-01

The National Aeronautics and Space Administration (NASA), Earth Science Enterprise is engaged in applications of NASA Earth science and remote sensing technologies for public health. Efforts are focused on establishing partnerships with those agencies and organizations that have responsibility for protecting the Nation's Health. The program's goal is the integration of NASA's advanced data and technology for enhanced decision support in the areas of disease surveillance and environmental health. A focused applications program, based on understanding partner issues and requirements, has the potential to significantly contribute to more informed decision making in public health practice. This paper intends to provide background information on NASA's investment in public health and is a call for partnership with the larger practice community.

Transdiscipline and research in health: science, society and decision making

PubMed Central

2015-01-01

Significant advances in science should be given to addressing the needs of society and the historical context of the territories. Although technological developments that began with modernity and the industrial revolution allowed human beings to control the resources of nature to put to your service without limits, it is clear that the crisis of the prevailing development models manifest themselves in many ways but with three common denominators: environmental degradation, social injustice and extreme poverty. Consequently, today should not be possible to think a breakthrough in the development of science without addressing global environmental problems and the deep social injustices that increase at all scales under the gaze, impassively in many occasions, of formal science. PMID:26600628

Transdiscipline and research in health: science, society and decision making.

PubMed

Méndez, Fabián

2015-09-30

Significant advances in science should be given to addressing the needs of society and the historical context of the territories. Although technological developments that began with modernity and the industrial revolution allowed human beings to control the resources of nature to put to your service without limits, it is clear that the crisis of the prevailing development models manifest themselves in many ways but with three common denominators: environmental degradation, social injustice and extreme poverty. Consequently, today should not be possible to think a breakthrough in the development of science without addressing global environmental problems and the deep social injustices that increase at all scales under the gaze, impassively in many occasions, of formal science.

Science for all: What will it take?

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

DeBerry, P.W.

1994-12-31

There is growing momentum in the US for science education reform. Science for All implies that we are willing to acknowledge that what we have done in the past has not worked for large segments of our population. If we are to provide science literacy for all people, then we must teach students in ways that are economic and efficient. If we are going to provide science for all, then we must recognize and honor the cultural diversity of our students. Achieving science equity requires involvement beyond our local community or school. Changes in policy making and decision making aboutmore » who does science must extend to the state and national levels. We must work through the national science standards and organizations to provide the leadership that will ensure an integrative approach to science education and make science for all a reality.« less

``Yo soy indígena'': identifying and using traditional ecological knowledge (TEK) to make the teaching of science culturally responsive for Maya girls

NASA Astrophysics Data System (ADS)

Hamlin, Maria L.

2013-12-01

This study examines how traditional ecological knowledge—TEK—can be identified and utilized to create culturally responsive science learning opportunities for Maya girls from a community in the Guatemalan highlands. Maya girls are situated in a complex socio-historical and political context rooted in racism and sexism. This study contextualizes the current situation of Maya women and girls in Guatemala and emphasizes the important need for educators to create science-learning opportunities that are culturally congruent. The author posits that when considering how to make the teaching and learning of science culturally responsive for Maya girls, educators must begin with the scientific knowledge inherent within Maya communities. Indigenous communities have a wealth of TEK that can be used to contextualize science curricula that can be purposely designed to meet the nuanced cultural needs of traditional Maya girls within and outside Guatemala.

Troubling STEM: Making a Case for an Ethics/STEM Partnership

NASA Astrophysics Data System (ADS)

Steele, Astrid

2016-06-01

Set against the backdrop of a STEM-based (science, technology, engineering and mathematics) activity in a teacher education science methods class, the author examines the need for ethics education to be partnered with STEM education. To make the case, the origin of the STEM initiative, undertaken and strongly supported by both US government and corporate sources, is briefly recounted. The STSE initiative (science, technology, society and environment) is posited as a counterpoint to STEM. Also considered are: (a) an historical perspective of science and technology as these impact difficult individual and social decision making; (b) STEM knowledge generation considered through the lens of Habermas' threefold knowledge typology; and (c) the experiences of the teacher candidates working through the STEM activity when an ethical challenge is posed. The author demonstrates the need for a moral component for science education and makes the case for a partnership between STEM and ethics education. Further, such a partnership has been shown to increase student enjoyment and motivation for their science studies. Three possible ethical frameworks are examined for their theoretical and practical utility in a science classroom.

Science: Pure or Applied?

ERIC Educational Resources Information Center

Evans, Peter

1980-01-01

Through a description of some of the activities which take place in his science classroom, the author makes a strong case for the inclusion of technology, or applied science, rather than pure science in the primary curriculum. (KC)

Scientific literacy for democratic decision-making

NASA Astrophysics Data System (ADS)

Yacoubian, Hagop A.

2018-02-01

Scientifically literate citizens must be able to engage in making decisions on science-based social issues. In this paper, I start by showing examples of science curricula and policy documents that capitalise the importance of engaging future citizens in decision-making processes whether at the personal or at the societal levels. I elucidate the ideological underpinnings behind a number of the statements within those documents that have defined the trajectory of scientific literacy and have shaped what ought to be considered as personal and societal benefits. I argue that science curricula and policy documents can truly endorse scientific literacy when they embed principles of democratic education at their core. The latter entails fostering learning experiences where some of the underlying assumptions and political ideologies are brought to the conscious level and future citizens encouraged to reflect upon them critically and explicitly. Such a proposal empowers the future citizens to engage in critical deliberation on science-based social issues without taking the underlying status quo for granted. I end up the paper by situating the preparation of scientifically literate citizens within a framework of democratic education, discuss conditions through which a curriculum for scientific literacy can serve democratic decision-making processes, and provide modest recommendations.

Science and craftsmanship: the art of experiment and instrument making.

PubMed

Dierig, Sven

2006-01-01

In his two-volume monograph Untersuchungen über thierische Elektricität, the Berlin physiologist Emil du Bois-Reymond described the relation between nervous electricity and muscle mechanics by way of a long series of experiments. This work is a key text in the history of the experimental life sciences. But it not only contains new findings about the functioning of muscles and its nerves. Du Bois-Reymond practiced an art of experimentation in which aesthetics of mechanical craftsmanship allied itself with the science of physiology. Experimentation, as du Bois-Reymond understood it, was simultaneously an epistemic and an aesthetic practice. The goal of his science was thus producing both knowledge and aesthetic success. To cite this article: S. Dierig, C. R. Biologies 329 (2006).

What History of Science, How Much, and Why?

ERIC Educational Resources Information Center

Russell, Thomas L.

1981-01-01

Summarizes positions regarding the role of the history of science in science education since 1950. Also considers the present state of research on attitudes toward science. Discusses data from Harvard Project Physics, a curriculum project making significant use of history of science materials. Makes recommendations regarding teaching, materials…

The Development and Validation of the Instructional Practices Log in Science: A Measure of K-5 Science Instruction

ERIC Educational Resources Information Center

Adams, Elizabeth L.; Carrier, Sarah J.; Minogue, James; Porter, Stephen R.; McEachin, Andrew; Walkowiak, Temple A.; Zulli, Rebecca A.

2017-01-01

The Instructional Practices Log in Science (IPL-S) is a daily teacher log developed for K-5 teachers to self-report their science instruction. The items on the IPL-S are grouped into scales measuring five dimensions of science instruction: "Low-level Sense-making," "High-level Sense-making," "Communication,"…

Science Education After Dainton

ERIC Educational Resources Information Center

Keohane, Kevin

1969-01-01

The Dainton committee indicated that science must not be directed simply at the committed students. Curriculum changes, including those related to teaching science as a unity, could have a profound effect in making science more attractive and relevant. (JK)

Defending climate science

NASA Astrophysics Data System (ADS)

Showstack, Randy

2012-01-01

The National Center for Science Education (NCSE), which has long been in the lead in defending the teaching of evolution in public schools, has expanded its core mission to include defending climate science, the organization announced in January. “We consider climate change a critical issue in our own mission to protect the integrity of science education,” said NSCE executive director Eugenie Scott. “Climate affects everyone, and the decisions we make today will affect generations to come. We need to teach kids now about the realities of global warming and climate change so that they're prepared to make informed, intelligent decisions in the future.”

Neoliberal science, Chinese style: Making and managing the 'obesity epidemic'.

PubMed

Greenhalgh, Susan

2016-08-01

Science and Technology Studies has seen a growing interest in the commercialization of science. In this article, I track the role of corporations in the construction of the obesity epidemic, deemed one of the major public health threats of the century. Focusing on China, a rising superpower in the midst of rampant, state-directed neoliberalization, I unravel the process, mechanisms, and broad effects of the corporate invention of an obesity epidemic. Largely hidden from view, Western firms were central actors at every stage in the creation, definition, and governmental management of obesity as a Chinese disease. Two industry-funded global health entities and the exploitation of personal ties enabled actors to nudge the development of obesity science and policy along lines beneficial to large firms, while obscuring the nudging. From Big Pharma to Big Food and Big Soda, transnational companies have been profiting from the 'epidemic of Chinese obesity', while doing little to effectively treat or prevent it. The China case suggests how obesity might have been constituted an 'epidemic threat' in other parts of the world and underscores the need for global frameworks to guide the study of neoliberal science and policymaking.

Crystal Clear Science

ERIC Educational Resources Information Center

Manner, Barbar; Beddard-Hess, Sharon; Daskalakis, Argy

2005-01-01

Subjects like Earth science often rely on "ready made" hands-on materials such as kits and modules to support understanding and science inquiry. However, sometimes the materials need adaptations to make sure they suit students' and teachers needs. As part of the Allegheny Schools Science Education and Technology (ASSET) program, the authors…

Making a Map of Science: General Systems Theory as a Conceptual Framework for Tertiary Science Education.

ERIC Educational Resources Information Center

Gulyaev, Sergei A.; Stonyer, Heather R.

2002-01-01

Develops an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge to provide students with tools for a more holistic understanding of science. Uses GST as the core methodology for understanding science and its complexity. Discusses the role of scientific community in producing…

Making the audience a key participant in the science communication process.

PubMed

Rogers, C L

2000-10-01

The public communication of science and technology has become increasingly important over the last several decades. However, understanding the audience that receives this information remains the weak link in the science communication process. This essay provides a brief review of some of the issues involved, discusses results from an audience-based study, and suggests some strategies that both scientists and journalists can use to modify media coverage in ways that can help audiences better understand major public issues that involve science and technology.

Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students' Languages and Their Meaning-Making in Science

NASA Astrophysics Data System (ADS)

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per-Olof

2017-04-01

In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, students' conversations with the teacher and student's conversations with each other. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students' language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed.

Can we really make a difference? Exploring pre-service teachers' experience with socio-scientific issues aiming for democratic participation in science

NASA Astrophysics Data System (ADS)

Cook, Kristin Leigh

Responding to calls for an empirical glimpse into a socioscientific issues (SSI)-based curriculum that aims to promote democratic participation, enhance students' connections to science, and empower students for the betterment of society (Dos Santos, 2008; Sadler, Barab, & Scott, 2007; Tal & Kedmi, 2006; Fusco & Barton, 2001; Hodson, 2003), this critical case study of 24 pre-service teachers (PSTs) enrolled in a scientific inquiry course offers curricular suggestions to empower learners to connect with the dynamic and socially-mediated process of science. In effect, incorporating nature of science-focused and place-based inquiry into a collaboration between PSTs and scientists were essential elements in enhancing students' connections to and feelings of inclusion in SSI. Propelled beyond a deficit model of public participation in science, the PSTs did indeed experience a public debate model and in some cases a knowledge production model in their collaborative efforts with scientists (Callon, 1999; Pouliot, 2009). While all of the PSTs engaged in rich discussion of their perspectives with scientists to enhance the investigation of their inquiry, some experienced a redistribution of the roles of participation in the production of scientific knowledge that was integrated into the scientists' decision-making processes. The materialization of these models depended on the structures of the student-scientists collaboration and the ways in which these malleable structures were flexed and negotiated. In effect, this study contributes to the literature on the potentials of SSI by providing an example of an educational approach that engages learners in a community practice as active participants in decision-making processes regarding socio-scientific issues, as well as focuses on empowering learners to be involved in the generation of scientific knowledge that contributes to their community.

Making Connections among Multiple Visual Representations: How Do Sense-Making Skills and Perceptual Fluency Relate to Learning of Chemistry Knowledge?

ERIC Educational Resources Information Center

Rau, Martina A.

2018-01-01

To learn content knowledge in science, technology, engineering, and math domains, students need to make connections among visual representations. This article considers two kinds of connection-making skills: (1) "sense-making skills" that allow students to verbally explain mappings among representations and (2) "perceptual…

Science in the Making: Right Hand, Left Hand. I: A BBC television programme broadcast in 1953.

PubMed

McManus, I C; Rawles, Richard; Moore, James; Freegard, Matthew

2010-01-01

In August 1953, the BBC broadcast a television science programme entitled Science in the Making: Right Hand, Left Hand. The programme was broadcast live, being presented by Dr Jacob Bronowski in collaboration with Dr Kenneth Smith, and produced by George Noordhof. It not only presented a popular account of current ideas about right- and left-handedness, by using a group of celebrities (and a chimpanzee) in the studio, but also asked viewers to complete a brief questionnaire on handedness, which was printed in the Radio Times. Recently 6,336 of the returned questionnaires, which were said to have been analysed by Sir Cyril Burt and a colleague, were found in the archive of the Psychology Department of University College London. The present paper describes what we have discovered about the programme from various sources, including the producer and the son of Dr Kenneth Smith, and also presents basic descriptions of the postcards and the response to the programme. In two subsequent papers we will describe our analysis of the data from the postcards, which represents an unusual, large-scale survey of handedness in the mid-twentieth century.

Time for a paradigm shift in how we transfer knowledge? Making the case for translational science and public engagement

NASA Astrophysics Data System (ADS)

Orr, Barron

2015-04-01

By any measure, our efforts to protect and restore the environment have failed to keep pace with environmental change, despite extraordinary scientific advances. Clearly there is a problem in knowledge transfer, which is often blamed on limited public awareness, misunderstanding or even apathy. Whether it's moving research to practice, informing policy, or educating the public on the environmental challenges of our time, our track record is poor. A major part of our failure lies in how scientists and practitioners understand (or misunderstand) and practice knowledge transfer. What actually drives knowledge acquisition and the motivation to gain knowledge, and what does this say about the methods used for knowledge transfer? Is the problem a supply issue (deficit of knowledge) or a demand issue (personal relevance)? The false assumptions that spin out of how we conceptualize knowledge acquisition lead to investment in knowledge transfer balanced heavily in "science communication" and "awareness raising" activities that tend to be unidirectional, top-down, and rarely linked to personal interests. Successful adaptation to environmental change requires a theoretical and practical understanding of coupled natural-human systems as well as advances in bridging knowledge systems and the science-society gap. To be effective, this means a "translational science" approach that promotes the capture and integration of scientific and local knowledge, addresses the influences of scale (biophysically, socially, institutionally), encourages mutual learning among all parties, and builds capacity as part of the process. The facilitation and translation of information and meanings among stakeholders can lead to the co-production of knowledge, more informed decision making, and in a very pragmatic way, more effective use of assessments and other products of scientific discovery. The purpose of this presentation is to shed light on what underlies the majority of investment in knowledge

Improving Medical Decision Making and Health Promotion through Culture-Sensitive Health Communication: An Agenda for Science and Practice.

PubMed

Betsch, Cornelia; Böhm, Robert; Airhihenbuwa, Collins O; Butler, Robb; Chapman, Gretchen B; Haase, Niels; Herrmann, Benedikt; Igarashi, Tasuku; Kitayama, Shinobu; Korn, Lars; Nurm, Ülla-Karin; Rohrmann, Bernd; Rothman, Alexander J; Shavitt, Sharon; Updegraff, John A; Uskul, Ayse K

2016-10-01

This review introduces the concept of culture-sensitive health communication. The basic premise is that congruency between the recipient's cultural characteristics and the respective message will increase the communication's effectiveness. Culture-sensitive health communication is therefore defined as the deliberate and evidence-informed adaptation of health communication to the recipients' cultural background in order to increase knowledge and improve preparation for medical decision making and to enhance the persuasiveness of messages in health promotion. To achieve effective health communication in varying cultural contexts, an empirically and theoretically based understanding of culture will be indispensable. We therefore define culture, discuss which evolutionary and structural factors contribute to the development of cultural diversity, and examine how differences are conceptualized as scientific constructs in current models of cultural differences. In addition, we will explicate the implications of cultural differences for psychological theorizing, because common constructs of health behavior theories and decision making, such as attitudes or risk perception, are subject to cultural variation. In terms of communication, we will review both communication strategies and channels that are used to disseminate health messages, and we will discuss the implications of cultural differences for their effectiveness. Finally, we propose an agenda both for science and for practice to advance and apply the evidence base for culture-sensitive health communication. This calls for more interdisciplinary research between science and practice but also between scientific disciplines and between basic and applied research. © The Author(s) 2015.

Making Time for Spacetime: The Story of a National Science Cafe Effort

NASA Astrophysics Data System (ADS)

Redmond, Kendra; Chakrabarti, Anish

2012-03-01

Science Cafes are live and lively events that take place in casual settings such as coffeehouses or bars, are open to everyone, and feature an engaging conversation with a scientist about a compelling scientific topic. The Science Cafe movement in the United States is a grassroots effort to really engage the public in discussions about science and its relevance to society, inspired by the United Kingdom Cafe Scientifique organization. With support from NOVA and the related website sciencecafes.org, a number of Society of Physics Students chapters hosted local Cosmic Cafes (cosmic themed science cafes) in late 2011 and early 2012. This presentation will discuss the goals and models of the Science Cafe movement, the Cosmic Cafe effort, lessons learned, and how you can get involved.

Faking It Won't Make It in Science

ERIC Educational Resources Information Center

Cavanagh, Sean

2004-01-01

For years, educators and researchers have seen teachers at all grade levels attempt to upgrade their grasp of physics, chemistry, and biology, from basic theories to complex material. Now, the pressure on schools and instructors to improve science instruction is likely to intensify, with approaching federal requirements on states to test students…

Life Science Teachers' Decision Making on Sex Education

ERIC Educational Resources Information Center

Gill, Puneet Singh

2013-01-01

The desires of young people and especially young bodies are constructed at the intersections of policies that set the parameters of sex education policies, the embodied experiences of students in classrooms, and the way bodies are discussed in the complex language of science. Moreover, more research points to the lack of scientifically and…

PREFACE: The Science of Making Torque from Wind 2014 (TORQUE 2014)

NASA Astrophysics Data System (ADS)

Mann, Jakob; Bak, Christian; Bechmann, Andreas; Bingöl, Ferhat; Dellwik, Ebba; Dimitrov, Nikolay; Giebel, Gregor; Hansen, Martin O. L.; Jensen, Dorte Juul; Larsen, Gunner; Aagaard Madsen, Helge; Natarajan, Anand; Rathmann, Ole; Sathe, Ameya; Nørkær Sørensen, Jens; Nørkær Sørensen, Niels

2014-06-01

The 186 papers in this volume constitute the proceedings of the fifth Science of Making Torque from Wind conference, which is organized by the European Academy of Wind Energy (EAWE, www.eawe.eu). The conference, also called Torque 2014, is held at the Technical University of Denmark (DTU) 17-20 June 2014. The EAWE conference series started in 2004 in Delft, the Netherlands. In 2007 it was held in Copenhagen, in 2010 in Heraklion, Greece, and then in 2012 in Oldenburg, Germany. The global yearly production of electrical energy by wind turbines has grown approximately by 25% annually over the last couple of decades and covers now 2-3% of the global electrical power consumption. In order to make a significant impact on one of the large challenges of our time, namely global warming, the growth has to continue for a decade or two yet. This in turn requires research and education in wind turbine aerodynamics and wind resources, the two topics which are the main subjects of this conference. Similar to the growth in electrical power production by wind is the growth in scientific papers about wind energy. Over the last decade the number of papers has also grown by about 25% annually, and many research based companies all over the world are founded. Hence, the wind energy research community is rapidly expanding and the Torque conference series offers a good opportunity to meet and exchange ideas. We hope that the Torque 2014 will heighten the quality of the wind energy research, while the participants will enjoy each others company in Copenhagen. Many people have been involved in producing the Torque 2014 proceedings. The work by more than two hundred reviewers ensuring the quality of the papers is greatly appreciated. The timely evaluation and coordination of the reviews would not have been possible without the work of sixteen ''section editors'' all from DTU Wind Energy: Christian Bak, Andreas Bechmann, Ferhat Bingöl, Ebba Dellwik, Nikolay Dimitrov, Gregor Giebel, Martin

Evaluating the Effectiveness of Science for Decision-Making: Water Managers and Tree- Ring Data in the Western United States

NASA Astrophysics Data System (ADS)

Rice, J. L.; Woodhouse, C.; Lukas, J.

2008-12-01

Current climate variability, potential impacts of climate change, and limited resources in the face of growing demand are increasingly prompting water managers in the western United States to consider and use data from climate-related research in water resource planning. Much of these data are produced by stakeholder- driven science programs, such as NOAA's Regional Integrated Science Assessments (RISAs), but there have been few efforts to evaluate the effectiveness of these science-to-application efforts. Over the past several years, researchers with the Western Water Assessment (WWA) RISA have been providing tree-ring reconstructions of streamflow to water managers in Colorado and other western states, and presenting technical workshops explaining the applications of these tree-ring data for water management and planning. Using in-depth interviews and a survey questionnaire, we have assessed the effectiveness and outcomes of these engagements, addressing (1) the factors that have prompted water managers to seek out tree-ring data, (2) how paleoclimate data has been made relevant and accessible for water resource planning, and (3) how tree-ring data and information have been utilized by water managers and other workshop participants. We also provide an assessment of challenges and opportunities that exist in the translation of climate science for decision-making, including how tree-ring data are interpreted in the context of water planning paradigms, issues of credibility and acceptance of tree ring data, and what data needs exist in different planning environments. These findings have broader application in improving and evaluating science-policy interactions related to climate and climate change.

Safety in the Science Classroom

ERIC Educational Resources Information Center

Online Submission, 2006

2006-01-01

The goal of this K-12 science safety resource is to bring together information needed by administrators, planners, teachers and support staff to help them make sound decisions regarding science safety. The document identifies areas for decision making and action at a variety of levels. It supports planning and action by providing information on…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Science informed water resources decision-making: Examples using remote sensing observations in East Africa, the Lower Mekong Basin and the western United States

NASA Astrophysics Data System (ADS)

Granger, S. L.; Andreadis, K.; Das, N.; Farr, T. G.; Ines, A. V. M.; Jayasinghe, S.; Jones, C. E.; Melton, F. S.; Ndungu, L. W.; Lai-Norling, J.; Painter, T. H.

2017-12-01

Across the globe, planners and decision makers are often hampered by organizational and data silos and/or a lack of historic data or scant in situ observations on which to base policy and action plans. The end result is a complex interaction of responsibilities, legal frameworks, and stakeholder needs guided by uncertain information that is essentially bounded by how climate extremes are defined and characterized. Because of the importance of water, considerable resources in the developing and developed world are invested in data and tools for managing water. However, the existing paradigm of water management around the world faces significant challenges including inadequate funding to install, maintain or upgrade monitoring networks, lack of resources to integrate new science and data sources into existing tools, and demands for improved spatial coverage of observations. Add to this, a changing hydrology that is so complex it requires measurements and analyses that have never been done before. Interest in applying remote sensing science and observations into the decision making process is growing the world over, but in order to succeed, it is essential to form partnerships with stakeholder organizations and decision makers at the outset. In this talk, we describe examples of succesful decision-maker and science partnering based on projects that apply remote sensing science and observations in East Africa and the Lower Mekong Basin supported by the SERVIR Initiative, a joint United States Agency for International Development (USAID) and National Aeronautics and Space Administration (NASA) program, and projects in the western United States supported by NASA's Jet Propulsion Laboratory and the Western Water Applications Office (WWAO). All of these examples have benefitted from strong, committed partnerships with end user agencies. Best practices and lessons learned in connecting science to decision making amongst these examples are explored.

Decision Making Under Uncertainty - Bridging the Gap Between End User Needs and Science Capability

NASA Astrophysics Data System (ADS)

Verdon-Kidd, D. C.; Kiem, A.; Austin, E. K.

2012-12-01

Successful adaptation outcomes depend on decision making based on the best available climate science information. However, a fundamental barrier exists, namely the 'gap' between information that climate science can currently provide and the information that is practically useful for end users and decision makers. This study identifies the major contributing factors to the 'gap' from an Australian perspective and provides recommendations as to ways in which the 'gap' may be narrowed. This was achieved via a literature review, online survey (targeted to providers of climate information and end users of that information), workshop (where both climate scientists and end users came together to discuss key issues) and focus group. The study confirmed that uncertainty in climate science is a key barrier to adaptation. The issue of uncertainty was found to be multi-faceted, with issues identified in terms of communication of uncertainty, misunderstanding of uncertainty and the lack of tools/methods to deal with uncertainty. There were also key differences in terms of expectations for the future - most end users were of the belief that uncertainty associated with future climate projections would reduce within the next five to 10 years, however producers of climate science information were well aware that this would most likely not be the case. This is a concerning finding as end users may delay taking action on adaptation and risk planning until the uncertainties are reduced - a situation which may never eventuate or may occur after the optimal time for action. Improved communication and packaging of climate information was another key theme that was highlighted in this study. Importantly, it was made clear that improved communication is not just about more glossy brochures and presentations by climate scientists, rather there is a role for a program or group to fill this role (coined a 'knowledge broker' during the workshop and focus group). The role of the 'knowledge

Fort Collins Science Center- Policy Analysis and Science Assistance Branch : Integrating social, behavioral, economic and biological sciences

USGS Publications Warehouse

2010-01-01

The Fort Collins Science Center's Policy Analysis and Science Assistance (PASA) Branch is a team of approximately 22 scientists, technicians, and graduate student researchers. PASA provides unique capabilities in the U.S. Geological Survey by leading projects that integrate social, behavioral, economic, and biological analyses in the context of human-natural resource interactions. Resource planners, managers, and policymakers in the U.S. Departments of the Interior (DOI) and Agriculture (USDA), State and local agencies, as well as international agencies use information from PASA studies to make informed natural resource management and policy decisions. PASA scientists' primary functions are to conduct both theoretical and applied social science research, provide technical assistance, and offer training to advance performance in policy relevant research areas. Management and research issues associated with human-resource interactions typically occur in a unique context, involve difficult to access populations, require knowledge of both natural/biological science in addition to social science, and require the skill to integrate multiple science disciplines. In response to these difficult contexts, PASA researchers apply traditional and state-of-the-art social science methods drawing from the fields of sociology, demography, economics, political science, communications, social-psychology, and applied industrial organization psychology. Social science methods work in concert with our rangeland/agricultural management, wildlife, ecology, and biology capabilities. The goal of PASA's research is to enhance natural resource management, agency functions, policies, and decision-making. Our research is organized into four broad areas of study.

Realtime Decision Making on EO-1 Using Onboard Science Analysis

NASA Technical Reports Server (NTRS)

Sherwood, Robert; Chien, Steve; Davies, Ashley; Mandl, Dan; Frye, Stu

2004-01-01

Recent autonomy experiments conducted on Earth Observing 1 (EO-1) using the Autonomous Sciencecraft Experiment (ASE) flight software has been used to classify key features in hyperspectral images captured by EO-1. Furthermore, analysis is performed by this software onboard EO-1 and then used to modify the operational plan without interaction from the ground. This paper will outline the overall operations concept and provide some details and examples of the onboard science processing, science analysis, and replanning.

Teaching Science with the Social Studies of Science for Equity

NASA Astrophysics Data System (ADS)

Lederman, Muriel

Integrating the social studies of science into science education would make explicit the cultures of science, which have been revealed by historians, philosophers, sociologists, and feminist science scholars. These cultures include the institutions of science, the interaction of science and the society in which it is practiced, and the internal culture of science. This pedagogy may be a route to increasing equity in science, by giving women and members of other under-represented groups an appreciation of the factors causing their alienation from the enterprise and the tools to change science for social justice. In this article, I present the theoretical basis of this position, along with the implementation strategies and preliminary assessment for a sophomore level biology course based on this perspective.

Geospatial decision support systems for societal decision making

USGS Publications Warehouse

Bernknopf, R.L.

2005-01-01

While science provides reliable information to describe and understand the earth and its natural processes, it can contribute more. There are many important societal issues in which scientific information can play a critical role. Science can add greatly to policy and management decisions to minimize loss of life and property from natural and man-made disasters, to manage water, biological, energy, and mineral resources, and in general, to enhance and protect our quality of life. However, the link between science and decision-making is often complicated and imperfect. Technical language and methods surround scientific research and the dissemination of its results. Scientific investigations often are conducted under different conditions, with different spatial boundaries, and in different timeframes than those needed to support specific policy and societal decisions. Uncertainty is not uniformly reported in scientific investigations. If society does not know that data exist, what the data mean, where to use the data, or how to include uncertainty when a decision has to be made, then science gets left out -or misused- in a decision making process. This paper is about using Geospatial Decision Support Systems (GDSS) for quantitative policy analysis. Integrated natural -social science methods and tools in a Geographic Information System that respond to decision-making needs can be used to close the gap between science and society. The GDSS has been developed so that nonscientists can pose "what if" scenarios to evaluate hypothetical outcomes of policy and management choices. In this approach decision makers can evaluate the financial and geographic distribution of potential policy options and their societal implications. Actions, based on scientific information, can be taken to mitigate hazards, protect our air and water quality, preserve the planet's biodiversity, promote balanced land use planning, and judiciously exploit natural resources. Applications using the

Holistic science: An understanding of science education encompassing ethical and social issues

NASA Astrophysics Data System (ADS)

Malekpour, Susan

Science has often been viewed, by the majority of our educators and the general public, as being objective and emotionless. Based on this view, our educators teach science in the same manner, objectively and in an abstract form. This manner of teaching has hindered our learners' ability for active learning and distanced them from the subject matter. In this action research, I have examined holistic science pedagogy in conjunction with a constructivism theory. In holistic science pedagogy, scientific knowledge is combined with subjective personal experiences and social issues. There is an interaction between student and scientific data when the student's context, relationships, and lived experiences that play a role in the scientific recognition of the world were incorporated into the learning process. In this pedagogical model, the factual content was viewed from the context of social and ethical implications. By empowering learners with this ability, science knowledge will no longer be exclusive to a select group. This process empowers the general population with the ability to understand scientific knowledge and therefore the ability to make informed decisions based on this knowledge. The goal was to make curriculum developers more conscious of factors that can positively influence the learning process and increase student engagement and understanding within the science classroom. The holistic approach to science pedagogy has enlightened and empowered our adult learners more effectively. Learners became more actively engaged in their own process of learning. Teachers must be willing to listen and implement student suggestions on improving the teaching/learning process. Teachers should be willing to make the effort in connecting with their students by structuring courses so the topics would be relevant to the students in relation to real world and social/ethical and political issues. Holistic science pedagogy strives for social change through the empowerment of

Science in the everyday world: Why perspectives from the history of science matter.

PubMed

Pandora, Katherine; Rader, Karen A

2008-06-01

The history of science is more than the history of scientists. This essay argues that various modem "publics" should be counted as belonging within an enlarged vision of who constitutes the "scientific community"--and describes how the history of science could be important for understanding their experiences. It gives three examples of how natural knowledge-making happens in vernacular contexts: Victorian Britain's publishing experiments in "popular science" as effective literary strategies for communicating to lay and specialist readers; twentieth-century American science museums as important and contested sites for conveying both scientific ideas and ideas about scientific practice; and contemporary mass-mediated images of the "ideal" scientist as providing counternarratives to received professional scientific norms. Finally, it suggests how humanistic knowledge might help both scientists and historians grapple more effectively with contemporary challenges presented by science in public spheres. By studying the making and elaboration of scientific knowledge within popular culture, historians of science can provide substantively grounded insights into the relations between the public and professionals.

The science knowledge, conceptions of the nature of science, attitudes about teaching science, and science instructional strategies of bilingual and English-only elementary teachers

NASA Astrophysics Data System (ADS)

Alegria, Adelina Victoria

The goal of this study was to explore bilingual and English-only elementary teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and their self-reported science instructional skills. In this study, a bilingual teacher was defined as a teacher who provides instruction in Spanish and English in core academic subjects and has completed and/or is completing a bilingual certification program. An English-only teacher was defined as a monolingual teacher that only speaks and instructs in English. The principal questions guiding this dissertation investigation were the following: How do bilingual elementary teachers differ from English-only elementary teachers in (a) their science knowledge, (b) their conceptions of the nature of science, (c) their attitude about teaching science, and (d) their self-reported science instructional skills? This dissertation study is a component of a three-year long Eisenhower Project granted to Hueneme School District and the University of California, Santa Barbara Southcoast Science Project. While the Project will last three years (1997--2000), this dissertation study was developed to answer only a subset of questions of the entire project and data was collected in 1998. The research design for this study consisted of a self-administered questionnaire that was given to Hueneme School District elementary teachers that teach science and was developed by reviewing the relevant literature about teachers' science knowledge, their conceptions of the nature of science, their attitudes about teaching science, and the instructional strategies that support science learning. The findings showed that both the bilingual and the English-only respondents demonstrated a similar science knowledge base, which is suggested, by this researcher, to be limited. That both bilingual and English-only teacher respondents demonstrated similar positive attitudes about teaching science and both reported making

Making PCK Explicit—Capturing Science Teachers' Pedagogical Content Knowledge (PCK) in the Science Classroom

NASA Astrophysics Data System (ADS)

Nilsson, Pernilla; Vikström, Anna

2015-11-01

One way for teachers to develop their professional knowledge, which also focuses on specific science content and the ways students learn, is through being involved in researching their own practice. The aim of this study was to examine how science teachers changed (or not) their professional knowledge of teaching after inquiring into their own teaching in learning studies. The data used in this article consisted of interviews and video-recorded lessons from the six teachers before the project (PCK pre-test) and after the project (PCK post-test), allowing an analysis of if and if then how the teachers changed their teaching practice. Hence, this study responds to the urgent call to focus direct attention on the practice of science teaching. When looking at the individual teachers, it was possible to discern similarities in the ways they have changed their teaching in lesson 2 compared to lesson 1, changes that can be described as: changes in how the object of learning was defined and focused, changes in how the examples that were presented to the students were chosen and changes in how the lessons were structured which in turn influenced the meaning of the concepts that were dealt with. As such, issues for enhancing teachers' professional learning were unpacked in ways that began to demonstrate, and offer insights into, the extent of their PCK development over time.

Making mathematics and science integration happen: key aspects of practice

NASA Astrophysics Data System (ADS)

Ríordáin, Máire Ní; Johnston, Jennifer; Walshe, Gráinne

2016-02-01

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the 'other subject' and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

The Fort Collins Science Center

USGS Publications Warehouse

Wilson, Juliette T.; Banowetz, Michele M.

2012-01-01

With a focus on biological research, the U.S. Geological Survey Fort Collins Science Center (FORT) develops and disseminates science-based information and tools to support natural resource decision-making. This brochure succinctly describes the integrated science capabilities, products, and services that the FORT science community offers across the disciplines of aquatic systems, ecosystem dynamics, information science, invasive species science, policy analysis and social science assistance, and trust species and habitats.

Deconstructing science

NASA Astrophysics Data System (ADS)

Trifonas, Peter Pericles

2012-12-01

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

Guided Science Activities Make a Big Impact

ERIC Educational Resources Information Center

Beverley, Nicola

2015-01-01

Many teachers and subject leaders in primary schools across England are currently struggling to get their heads around the challenges--and opportunities--of an education world "beyond levels." Central to making judgements about children's progress is a notion of security of understanding or "mastery" of the curriculum. Have…

Online citizen science games: Opportunities for the biological sciences.

PubMed

Curtis, Vickie

2014-12-01

Recent developments in digital technologies and the rise of the Internet have created new opportunities for citizen science. One of these has been the development of online citizen science games where complex research problems have been re-imagined as online multiplayer computer games. Some of the most successful examples of these can be found within the biological sciences, for example, Foldit, Phylo and EteRNA. These games offer scientists the opportunity to crowdsource research problems, and to engage with those outside the research community. Games also enable those without a background in science to make a valid contribution to research, and may also offer opportunities for informal science learning.

Designing Science Literacy Courses.

ERIC Educational Resources Information Center

Hobson, Art

2000-01-01

Indicates the importance of science literacy in the population. Makes recommendations for a successful liberal arts science course such as using an interactive inquiry oriented approach and including recent scientific views. (YDS)

Inside versus outside the science classroom: examining the positionality of two female science teachers at the boundaries of science education

NASA Astrophysics Data System (ADS)

Teo, Tang Wee

2015-06-01

The third wave feminist studies in science education take the stance that science teaching is political and that social change is possible through interrogating power inequalities and decentering science to balance out power. For science educators, this means developing an awareness of positionality, which I define here as a stance undertaken by an individual as she or he recognizes and makes sense of the workings of the factors and forces that constitute the politics of her/his context. In this paper, I analyze the positionalities of a female Hispanic American and a female Chinese Singaporean science teacher that influenced the ways in which they interacted with students in the consensual process of science meaning making and relationship building in and outside the classroom. The findings drawn from the analysis of the teachers' transcribed interviews and written reflections show that their personal histories, experiences with social stereotyping and control by authority shaped their positionality. They constructed alternative curriculum spaces empowering themselves and their students to transcend perceived limitations and have voice. However, their positionality did not lead them to question the boundary they saw between the social bias and content of science education. Several implications for teacher education are discussed.

77 FR 1932 - Notification of a Public Teleconference of the Science Advisory Board Committee on Science...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-12

... a draft report based on fact-finding activities conducted as part of a study of science integration... Science Advisory Board Committee on Science Integration for Decision Making AGENCY: Environmental Protection Agency (EPA). ACTION: Notice. SUMMARY: The Environmental Protection Agency (EPA or Agency) Science...

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

ERIC Educational Resources Information Center

Mehmetlioglu, Deniz; Ozdem, Yasemin

2014-01-01

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

States, Earth Science, and Decision-Making: Five Years of Lessons Learned by the NASA DEVELOP National Program Working with a State Government

NASA Astrophysics Data System (ADS)

Favors, J.; Ruiz, M. L.; Rogers, L.; Ross, K. W.; Childs-Gleason, L. M.; Allsbrook, K. N.

2017-12-01

Over a five-year period that spanned two administrations, NASA's DEVELOP National Program engaged in a partnership with the Government of the Commonwealth of Virginia to explore the use of Earth observations in state-level decision making. The partnership conducted multiple applied remote sensing projects with DEVELOP and utilized a shared-space approach, where the Virginia Governor's Office hosted NASA DEVELOP participants to mature the partnership and explore additional science opportunities in the Commonwealth. This presentation will provide an overview of various lessons learned from working in an administrative and policy environment, fostering the use of science in such an environment, and building substantive relationships with non-technical partners. An overview of the projects conducted in this partnership will provide an opportunity to explore specific best practices that enhanced the work and provide tips to enhance the potential for success for other science and technology organizations considering similar partnerships.

Emotionally Intense Science Activities

ERIC Educational Resources Information Center

King, Donna; Ritchie, Stephen; Sandhu, Maryam; Henderson, Senka

2015-01-01

Science activities that evoke positive emotional responses make a difference to students' emotional experience of science. In this study, we explored 8th Grade students' discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of…

Literacy, science, and science education

NASA Astrophysics Data System (ADS)

McVittie, Janet Elizabeth

In examining the connections between literacy, science and science education, I laid out a number of questions. For example, what sorts of literate tools might facilitate writing to learn, and do children who are just becoming literate use these tools? I then examined the writing of children in science class in an attempt to determine if their writing can indeed facilitate their learning. The results of this research could help teachers make decisions about the use of writing in the learning of science. The kinds of literate tools I identified as being potentially helpful were transitionals---those words or grammatical devices which demonstrate how ideas are connected. Also, I suggested that data tables, sentences and paragraphs were also useful for students to learn. I found that grade 5/6 students used a wide range of literate tools, but that they were much more competent with those tools which were both oral and literate than those which could only be used for writing (punctuation, sentences, paragraphs, and data tables). When I attempted to determine if the children used their writing to learn, I found very little evidence that this was certainly so. However, there was some evidence that paragraphs had the potential to create a "dialogue" between student writing and thinking, so the students could make more explicit connections between science ideas. Lastly, I noticed certain gender difference in the classroom. Because of this, I contrasted the writing of the girls with the writing of the boys. I learned the girls were generally much more capable writers than the boys. More interesting, however, was that the girls generally attempted to explain their science concepts in different ways than did the boys. The girls were more likely to rely on their own reasoning, whereas the boys were more likely to persist in using culturally created science explanations. The research findings have important implications for analyzing students' learning and for finding ways to

Wolves in the Wild: Using Current Issues to Make Science Relevant

ERIC Educational Resources Information Center

Post, Jennie; Sadler, Troy D.

2010-01-01

As teachers, one of our most important responsibilities is to help students develop dynamic and useful views of science. Using current issues to create learning experiences can help generate student interest in science and help students appreciate its significance in both personal and societal contexts. This article presents a lesson based on news…

Making Your Own Hollow Blocks. What We Make. Science and Technology Education in Philippine Society.

ERIC Educational Resources Information Center

Philippines Univ., Quezon City. Inst. for Science and Mathematics Education Development.

The procedures needed to make hollow blocks from palay hull, sawdust, soil, or sand are outlined in this module. Also outlined are the procedures needed to construct the wooden molds used to make the blocks. The hollow blocks can be used in building a one story house where the roof does not rest on the hollow block wall, an additional room to the…

Using an interdisciplinary MOOC to teach climate science and science communication to a global classroom

NASA Astrophysics Data System (ADS)

Cook, J.

2016-12-01

MOOCs (Massive Open Online Courses) are a powerful tool, making educational content available to a large and diverse audience. The MOOC "Making Sense of Climate Science Denial" applied science communication principles derived from cognitive psychology and misconception-based learning in the design of video lectures covering many aspects of climate change. As well as teaching fundamental climate science, the course also presented psychological research into climate science denial, teaching students the most effective techniques for responding to misinformation. A number of enrolled students were secondary and tertiary educators, who adopted the course content in their own classes as well as adapted their teaching techniques based on the science communication principles presented in the lectures. I will outline how we integrated cognitive psychology, educational research and climate science in an interdisciplinary online course that has had over 25,000 enrolments from over 160 countries.

Joint federal research and development process to meet state and local needs. Part 1. Science and technology and political decision making

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

Wise, H F; Smith, L K; Einsweiler, R C

This part of the handbook addresses the basic how to do it - how states and local governments can identify complex and cross-cutting issues and develop and manage scientific and technical resources in seeking policy solutions to such issues. The following subjects are discussed: background statement of the issue; the research/decision-making process; defining problems and identifying research components; research and decision-making strategies; how to identify existing knowledge or ongoing research in the area of policy concern; and managing multi-disciplinary research. The fourteen agencies involved in this effort include: US Departments of Energy, Agriculture, Transportation, Housing and Urban Development, Environmental Protectionmore » Agency, and National Science Foundation. (PSB)« less

Science Fun: Hands-On Science with Dr. Zed.

ERIC Educational Resources Information Center

Penrose, Gordon

This book presents 65 simple, safe, and intriguing hands-on science activities. In doing these simple experiments, children can make a variety of discoveries that will surprise them. It includes many activities from discovering how people see color and what makes people's hair stand on end, to creating a tornado in a jar or a propeller-driven boat…

Earth science: Making a mountain out of a plateau

NASA Astrophysics Data System (ADS)

Sinclair, Hugh

2017-02-01

A theory proposed in 2015 suggested that relatively flat surfaces in mountain ranges were formed by the reorganization of river networks. A fresh analysis rebuts this idea, reigniting discussion of a long-standing problem in Earth science.

"Making dreams come true"

NASA Astrophysics Data System (ADS)

1998-11-01

At an exciting stage in the evolution of the European Space Agency's Science Programme, Director-General Antonio Rodota and Director of Science Roger Bonnet will meet the press in ESA Head Office for a frank discussion of progress and problems. The Science Programme serves scientists in all of ESA's Member States, who want to do adventurous research in space of importance to all mankind. Making their dreams come true is more difficult in the face of recent cuts in the Programme's budget. Scientific boldness combined with administrative prudence nevertheless results in a series of current and future projects in which Europe can take pride. Highlights for discussion at the Press Conference will include: * MARS. In 2003, the newly approved mission Mars Express will make Europe's debut at the Red Planet, with innovative science at a very low cost. * THE SUN. SOHO is back in business after a nail-biting summer, Ulysses is heading for its second visit to the polar regions of the Sun, and Cluster II is on schedule for launch in 2000. * ASTRONOMY. Following the outstanding successes of ISO's infrared observations, completed this year, XMM and Integral are preparing to match its achievements by detecting X-rays and gamma-rays from the Universe. Journalists will also be updated about the status of Huygens (already en route for Titan), SMART-1 (new propulsion), Rosetta (comet mission), MiniSTEP (relativity), FIRST (far infra-red astronomy) and Planck (microwave background) -- as well as other adventurous missions under study.

Making Earth Science Relevant in the K-8 Classroom. The Development of an Instructional Soils Module for Pre-Service Elementary Teachers Using the Next Generation Science Standards

NASA Astrophysics Data System (ADS)

Baldwin, K. A.; Hauge, R.; Dechaine, J. M.; Varrella, G.; Egger, A. E.

2013-12-01

's STEP Center in the geosciences. The module goals are: 1) Pre-service teachers will apply classification methods, testing procedures and interdisciplinary systems thinking to analyze and evaluate a relevant societal issue in the context of soils, 2) Pre-service teachers will design, develop, and facilitate a standards-based K-8 soils unit, incorporating a relevant broader societal issue that applies authentic geoscientific data, and incorporates geoscientific habits of mind. In addition, pre-service teachers will look toward the NGSS and align activities with content standards, systems thinking, and science and engineering practices. This poster will provide an overview of module development to date as well as a summary of pre-semester survey results indicating pre-service elementary teachers' ideas (beliefs, attitudes, preconceptions, and content knowledge) about teaching soils, and making science relevant in a K-8 classroom.

An NSTA Position Statement: International Science Education and the National Science Teachers Association

ERIC Educational Resources Information Center

National Science Teachers Association (NJ1), 2009

2009-01-01

The National Science Teachers Association (NSTA) encourages and promotes international science education because it has the ability to improve the teaching and learning of science, as well as to "empower people, improve their quality of life, and increase their capacity to participate in the decision-making processes leading to social, cultural,…

Science at the supermarket: multiplication, personalization and consumption of science in everyday life.

PubMed

Tateo, Luca

2014-06-01

Which is the kind science's psychological guidance upon everyday life? I will try to discuss some issues about the role that techno-scientific knowledge plays in sense-making and decision making about practical questions of life. This relation of both love and hate, antagonism and connivance is inscribable in a wider debate between a trend of science to intervene in fields that are traditionally prerogative of political, religious or ethical choices, and, on the other side, the position of those who aim at stemming "technocracy" and governing these processes. I argue that multiplication, personalization and consumption are the characteristics of the relationship between science, technology and society in the age of "multiculturalism" and "multi-scientism". This makes more difficult but intriguing the study and understanding of the processes through which scientific knowledge is socialized. Science topics, like biotech, climate change, etc. are today an unavoidable reference frame. It is not possible to not know them and to attach them to the most disparate questions. Like in the case of Moscovici's "Freud for all seasons", the fact itself that the members of a group or a society believe in science as a reference point for others, roots its social representation and the belief that it can solve everyday life problems.

Let's Make Metric Ice Cream

ERIC Educational Resources Information Center

Zimmerman, Marianna

1975-01-01

Describes a classroom activity which involved sixth grade students in a learning situation including making ice cream, safety procedures in a science laboratory, calibrating a thermometer, using metric units of volume and mass. (EB)

Enhancing Tissue Engineering and Regenerative Medicine Product Commercialization: The Role of Science in Regulatory Decision-Making for the TE/RM Product Development.

PubMed

Bertram, Timothy A; Johnson, Peter C; Tawil, Bill J; Van Dyke, Mark; Hellman, Kiki B

2015-10-01

TERMIS-AM Industry Committee (TERMIS-AM/IC), in collaboration with the TERMIS-Europe (EU)/IC, conducted a symposium involving the European Medicines Agency and the U.S. Food and Drug Administration (FDA) toward building an understanding of the rational basis for regulatory decision-making and providing a framework for decisions made during the evaluation of safety and efficacy of TE/RM technologies. This symposium was held in August 2012 during the TERMIS-WC in Vienna, Austria. Emerging from this international initiative by the European Union and the United States, representatives from the respective agencies demonstrated that there are ongoing interagency efforts for developing common national practices toward harmonization of regulatory requirements for the TE/RM products. To extend a broad-based understanding of the role of science in regulatory decision-making, TERMIS-AM/IC, in cooperation with the FDA, organized a symposium at the 2014 TERMIS-AM Annual Meeting, which was held in Washington, DC. This event provided insights from leaders in the FDA and TERMIS on the current status of regulatory approaches for the approved TE/RM products, the use of science in making regulatory decisions, and TE/RM technologies that are in the development pipeline to address unmet medical needs. A far-ranging discussion with FDA representatives, industrialists, physicians, regenerative medicine biologists, and tissue engineers considered the gaps in today's scientific and regulatory understanding of TE/RM technologies. The identified gaps represent significant opportunities to advance TE/RM technologies toward commercialization.

Oakland County Science Safety Series: Reference Guide for Elementary Science.

ERIC Educational Resources Information Center

Crowder, Betty Pogue; And Others

This reference guide is designed to organize and suggest acceptable practices and procedures for dealing with safety in elementary science instruction. It is intended as a reference for teachers, administrators, and other school staff in planning for science activities and in making daily safety decisions. Topics covered in the guide include: (1)…

T. rex and Godzilla: Finding Science in Science Fiction

NASA Astrophysics Data System (ADS)

Engelmann, G. F.; Chure, D. J.

2017-12-01

Works of fiction act as a powerful vehicle for inculcating an intuitive understanding (or misunderstanding) of scientific concepts in the audience. They can communicate information about scientific phenomena or how science is done. These entertainments can contribute to scientific literacy of the public and provide valuable outreach opportunities, but scientific accuracy is rarely even a minor consideration in developing fictional stories. Science educators can still make use of popular fiction to promote science education and outreach. Varied approaches have focused on the physical science in classic space operas, but historical sciences can make use of public interest in fictional tales involving prehistoric creatures and settings. Dinosaurs like T. rex inspire awe and widespread popular appeal that can nurture an interest in fossils but also serves as a gateway to all the other sciences on which paleontology depends, and to the scientific endeavor itself. But the portrayal of dinosaurs has met with negative criticism of details that is not likely to be productive of further discussion and learning. Perhaps it is not so important that authors and film makers didn't get it right; that "correctness" of terms and reconstructions is less important than the opportunity to improve public understanding of how science works; to cultivate a habit of critical thinking and an analytical approach to interpreting the world. Dinosaurs and other long extinct creatures can provide examples of how we know what we know; what kind of evidence is available and how it can be interpreted; how creative framing of hypotheses allows imaginative conjectures to be constrained by observations. They can open informative discussions of how scientists work in gathering data and developing and testing hypotheses. For example, how do paleontologists find fossils? Monsters, unrealistic fantasy creatures like Godzilla, have great charismatic appeal, and can prompt discussions of the obstacles

Should Science Teaching Involve the History of Science? An Assessment of Kuhn's View

ERIC Educational Resources Information Center

Kindi, Vasso

2005-01-01

Thomas Kuhn draws the distinction between textbook history of science and history of science proper. The question addressed in the paper is whether Kuhn recommends the inclusion of distortive textbook history in science education. It is argued, pace Fuller, that Kuhn does not make normative suggestions. He does not urge the teaching of bad history…

Why do girls persist in science? A qualitative study of the decision-making processes of pre-adolescent and adolescent girls

NASA Astrophysics Data System (ADS)

James, Holly Mcdonnell

2002-09-01

Girls are often found to drop out of science in greater numbers and sooner than boys. Because previous research has focused on gender differences, rather than examining differences and similarities among girls, little is known about why some girls choose to pursue science, particularly the physical sciences, rather than drop it. Specifically, little is known about how and why girls make their decisions to persist or not in specific science careers and the courses leading up to them. Through the use of semi-structured, in-depth, qualitative, interviews conducted over the span of a year, this thesis explored the choice of classes and career decisions of twelve elementary through high school girls who participated in an engineering camp. The purpose was to gain an understanding of why these girls chose to persist or not in a science and engineering career over time. Age-related differences were found in the reasons the girls gave for wanting to take future classes. The elementary school girls believed that interest would be their only reason while the high school girls gave multiple reasons, including interest, utility, perceptions of ability, and who would be teaching the class. The implications of these findings for Eccles' model of academic choice are discussed. Overall, the girls in this study liked their science classes because they involved hands-on activities. By high school they showed a preference for and a greater knowledge of biology rather than physics. All of the girls were unsure about what kinds of science information they would need to know for future jobs. Half of the girls were considering biology-based careers, such as doctors and veterinarians, because they wanted to help and take care of people and animals. Only one girl was considering engineering, a physics-based career, and only because her parents required it. Despite believing that they were doing well in school in general, at least half of the girls believed they were doing poorly in math

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

NASA Astrophysics Data System (ADS)

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

2001-05-01

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

76 FR 13182 - Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-10

... results of fact-finding activities conducted as part of a study of science integration supporting EPA... ENVIRONMENTAL PROTECTION AGENCY [FRL-9278-1] Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory Board Committee on Science Integration for Decision Making...

75 FR 9895 - Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-04

... ENVIRONMENTAL PROTECTION AGENCY [FRL-9122-2] Science Advisory Board Staff Office; Notification of a Public Meeting of the Science Advisory Board; Committee on Science Integration for Decision Making... Agency (EPA or Agency) Science Advisory Board (SAB) Staff Office announces a public meeting of the SAB...

Constructing a philosophy of science of cognitive science.

PubMed

Bechtel, William

2009-07-01

Philosophy of science is positioned to make distinctive contributions to cognitive science by providing perspective on its conceptual foundations and by advancing normative recommendations. The philosophy of science I embrace is naturalistic in that it is grounded in the study of actual science. Focusing on explanation, I describe the recent development of a mechanistic philosophy of science from which I draw three normative consequences for cognitive science. First, insofar as cognitive mechanisms are information-processing mechanisms, cognitive science needs an account of how the representations invoked in cognitive mechanisms carry information about contents, and I suggest that control theory offers the needed perspective on the relation of representations to contents. Second, I argue that cognitive science requires, but is still in search of, a catalog of cognitive operations that researchers can draw upon in explaining cognitive mechanisms. Last, I provide a new perspective on the relation of cognitive science to brain sciences, one which embraces both reductive research on neural components that figure in cognitive mechanisms and a concern with recomposing higher-level mechanisms from their components and situating them in their environments. Copyright © 2009 Cognitive Science Society, Inc.

Advanced Science Students' Understanding on Nature of Science in Turkey

ERIC Educational Resources Information Center

Köksal, Mustafa Serdar; Sormunen, Kari

2014-01-01

Nature of science (NOS), as an aspect of informed decision making about science related issues in daily life, is frequently emphasised when reform and the curriculum are in question. When reflecting on studies done on the subject, it comes apparent that the majority of them comprise of determination or assessment studies conducted with traditional…

When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts.

PubMed

Scharrer, Lisa; Rupieper, Yvonne; Stadtler, Marc; Bromme, Rainer

2017-11-01

Science popularization fulfills the important task of making scientific knowledge understandable and accessible for the lay public. However, the simplification of information required to achieve this accessibility may lead to the risk of audiences relying overly strongly on their own epistemic capabilities when making judgments about scientific claims. Moreover, they may underestimate how the division of cognitive labor makes them dependent on experts. This article reports an empirical study demonstrating that this "easiness effect of science popularization" occurs when laypeople read authentic popularized science depictions. After reading popularized articles addressed to a lay audience, laypeople agreed more with the knowledge claims they contained and were more confident in their claim judgments than after reading articles addressed to expert audiences. Implications for communicating scientific knowledge to the general public are discussed.

The morals of model-making.

PubMed

Sterrett, S G

2014-06-01

I address questions about values in model-making in engineering, specifically: Might the role of values be attributable solely to interests involved in specifying and using the model? Selected examples illustrate the surprisingly wide variety of things one must take into account in the model-making itself. The notions of system (as used in engineering thermodynamics), and physically similar systems (as used in the physical sciences) are important and powerful in determining what is relevant to an engineering model. Another example (windfarms) illustrates how an idea to completely re-characterize, or reframe, an engineering problem arose during model-making. I employ a qualitative analogue of the notion of physically similar systems. Historical cases can thus be drawn upon; I illustrate with a comparison between a geoengineering proposal to inject, or spray, sulfate aerosols, and two different historical cases involving the spraying of DDT (fire ant eradication; malaria eradication). The current geoengineering proposal is seen to be like the disastrous and counterproductive case, and unlike the successful case, of the spraying of DDT. I conclude by explaining my view that model-making in science is analogous to moral perception in action, drawing on a view in moral theory that has come to be called moral particularism.

The Importance Of Integrating Narrative Into Health Care Decision Making.

PubMed

Dohan, Daniel; Garrett, Sarah B; Rendle, Katharine A; Halley, Meghan; Abramson, Corey

2016-04-01

When making health care decisions, patients and consumers use data but also gather stories from family and friends. When advising patients, clinicians consult the medical evidence but also use professional judgment. These stories and judgments, as well as other forms of narrative, shape decision making but remain poorly understood. Furthermore, qualitative research methods to examine narrative are rarely included in health science research. We illustrate how narratives shape decision making and explain why it is difficult but necessary to integrate qualitative research on narrative into the health sciences. We draw on social-scientific insights on rigorous qualitative research and our ongoing studies of decision making by patients with cancer, and we describe new tools and approaches that link qualitative research findings with the predominantly quantitative health science scholarship. Finally, we highlight the benefits of more fully integrating qualitative research and narrative analysis into the medical evidence base and into evidence-based medical practice. Project HOPE—The People-to-People Health Foundation, Inc.

Shaking the Tree, Making a Rhizome: Towards a Nomadic Geophilosophy of Science Education

ERIC Educational Resources Information Center

Gough, Noel

2006-01-01

This essay enacts a philosophy of science education inspired by Gilles Deleuze and Felix Guattari's figurations of rhizomatic and nomadic thought. It imagines rhizomes shaking the tree of modern Western science and science education by destabilising arborescent conceptions of knowledge as hierarchically articulated branches of a central stem or…

Making Science Real: Photo-Sharing in Biology and Chemistry

ERIC Educational Resources Information Center

Waycott, Jenny; Dalgarno, Barney; Kennedy, Gregor; Bishop, Andrea

2012-01-01

In this paper, we examine students' reflections about the value of two photo-sharing activities that were implemented in undergraduate Biology and Chemistry subjects. Both activities aimed, broadly, to provide support for authentic and meaningful learning experiences in undergraduate science. Although the activities were similar--both required…

Staying in Science: Can Understanding of the Disciplinary Connectedness of Science Help?

ERIC Educational Resources Information Center

Mooed, Azra; Kaiser, Susan

2018-01-01

Most international curricula require students to develop conceptual and procedural understandings along with developing an understanding about the nature of science. Moreover, science education endeavours to produce scientifically literate citizens capable of making informed decisions about the social-scientific issues in their everyday lives;…

Science Standards: Making Them Work for You. Grades 3 and 4. Facilitor's Guide.

ERIC Educational Resources Information Center

Famellette, Judy

This facilitator's guide, and the videotape it accompanies, is designed to demonstrate ways in which the new visions of science education for the 21st century might be translated into classroom practice. The National Research Council's (NRC) National Science Education Standards, American Association for the Advancement of Science (AAAS) Benchmarks…

Research as Art: Using figures to make science approachable

NASA Astrophysics Data System (ADS)

Rabinowitz, H. S.; Barth, A.; Russell, J. B.; Frischkorn, K.; Yehudai, M.

2017-12-01

As scientists, we spend a significant amount of time thinking about how best to express the results of our research through figures. These can range from graphs to microscope images to movies, but they all serve the purpose of communicating complicated ideas to our colleagues in the scientific community. One component of scientific data representation that is often overlooked is the aesthetic of the image. Many images produced for data communication and publication are visually engaging even to a lay audience, allowing them to serve as a point of entry to learning about scientific research for the non-specialist. To help researchers embrace this secondary goal of scientific figures, we have instituted an annual event at the Lamont-Doherty Earth Observatory of Columbia University (LDEO) called Research as Art. For this event, scientists submit figures from their work that they see as artistic. These figures are displayed in a gallery-type exhibit for the community to appreciate. This year, the exhibit included movie and sculpture categories, allowing for attendees to interact with a broader range of scientific work. Each piece is accompanied by a brief, non-technical caption. Research as Art provides a gateway for scientists from a broad range of disciplines within the Earth Sciences to learn about work that is entirely unrelated to their own. After the event, attendees commented that they had never before thought about how a non-specialist would view their figures and that they would keep this in mind when making future figures. Thus, one of the biggest benefits of exhibits such as this is to teach scientists to view our work through a non-specialist's eyes. However, future plans for Research as Art include establishing a temporary exhibit at a local bar to expand the reach to a broader segment of the Columbia University area community. Our figures are art, and when we start to treat them that way, we open a world of possibilities for teaching the public about our

[Geography of science makes a difference: an appeal for public health].

PubMed

Guimarães, Maria Cristina Soares

2010-01-01

This article introduces a perspective for analyzing the relationship between geographic space and scientific practice and the possible contribution by the geography of science to understanding and developing strategies in favor of public health. Contributions by the field of social studies of science, specifically from the Actor-Network Theory and its concept of translation, and the geography of Milton Santos, form the theoretical framework that allows exploring the spatial dimensions of the production and circulation of scientific knowledge. The article discusses how this approach both enriches and challenges the recent international policies in favor of knowledge translation. The article identifies a possible contribution by the field of Information Science to favor the movement of knowledge, aiming to help minimize the imbalance between what is known in theory and what is applied in practice in health, or the so-called 'know-do gap'.

Making Science Matter: Collaborations between Informal Science Education Organizations and Schools. A CAISE Inquiry Group Report. Executive Summary

ERIC Educational Resources Information Center

Center for Advancement of Informal Science Education, 2010

2010-01-01

Throughout the world, and for many decades, science-rich cultural institutions, such as zoos, aquaria, museums, and others, have collaborated with schools to provide students, teachers and families with opportunities to expand their experiences and understanding of science. However, these collaborations have generally failed to institutionalize:…

Differentiated Science Inquiry

ERIC Educational Resources Information Center

Llewellyn, Douglas

2010-01-01

Given that each child learns differently, it makes sense that one type of science instruction does not fit all. Best-selling author Douglas Llewellyn gives teachers standards-based strategies for differentiating inquiry-based science instruction to more effectively meet the needs of all students. This book takes the concept of inquiry-based…

Hands-in Science.

ERIC Educational Resources Information Center

Furlough, Vickie; And Others

1997-01-01

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

Judgment and decision making.

PubMed

Fischhoff, Baruch

2010-09-01

The study of judgment and decision making entails three interrelated forms of research: (1) normative analysis, identifying the best courses of action, given decision makers' values; (2) descriptive studies, examining actual behavior in terms comparable to the normative analyses; and (3) prescriptive interventions, helping individuals to make better choices, bridging the gap between the normative ideal and the descriptive reality. The research is grounded in analytical foundations shared by economics, psychology, philosophy, and management science. Those foundations provide a framework for accommodating affective and social factors that shape and complement the cognitive processes of decision making. The decision sciences have grown through applications requiring collaboration with subject matter experts, familiar with the substance of the choices and the opportunities for interventions. Over the past half century, the field has shifted its emphasis from predicting choices, which can be successful without theoretical insight, to understanding the processes shaping them. Those processes are often revealed through biases that suggest non-normative processes. The practical importance of these biases depends on the sensitivity of specific decisions and the support that individuals have in making them. As a result, the field offers no simple summary of individuals' competence as decision makers, but a suite of theories and methods suited to capturing these sensitivities. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

Everyday science & science every day: Science-related talk & activities across settings

NASA Astrophysics Data System (ADS)

Zimmerman, Heather

To understand the development of science-related thinking, acting, and learning in middle childhood, I studied youth in schools, homes, and other neighborhood settings over a three-year period. The research goal was to analyze how multiple everyday experiences influence children's participation in science-related practices and their thinking about science and scientists. Ethnographic and interaction analysis methodologies were to study the cognition and social interactions of the children as they participated in activities with peers, family, and teachers (n=128). Interviews and participant self-documentation protocols elucidated the participants' understandings of science. An Everyday Expertise (Bell et al., 2006) theoretical framework was employed to study the development of science understandings on three analytical planes: individual learner, social groups, and societal/community resources. Findings came from a cross-case analysis of urban science learners and from two within-case analyses of girls' science-related practices as they transitioned from elementary to middle school. Results included: (1) children participated actively in science across settings---including in their homes as well as in schools, (2) children's interests in science were not always aligned to the school science content, pedagogy, or school structures for participation, yet children found ways to engage with science despite these differences through crafting multiple pathways into science, (3) urban parents were active supporters of STEM-related learning environments through brokering access to social and material resources, (4) the youth often found science in their daily activities that formal education did not make use of, and (5) children's involvement with science-related practices can be developed into design principles to reach youth in culturally relevant ways.

Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum

ERIC Educational Resources Information Center

Edelson, Daniel C.

2007-01-01

With the dramatic growth of environmental science as an elective in high schools over the last decade, educators have the opportunity to realistically consider the possibility of incorporating environmental science into the core high school curriculum. Environmental science has several characteristics that make it a candidate for the core…

Science for All. Research Brief

ERIC Educational Resources Information Center

Walker, Karen

2008-01-01

Students need to be competent in science because of its impact on everyday decision-making, the rapid pace of change and the increasing interdependent global economy (Lawton, 2007; U.S. Department of Education, 2000; Lederman, 1998). According to the National Research Council, "Teachers of science should develop communities of science learners…

Can We Improve Science Literacy?

ERIC Educational Resources Information Center

Froman, Robin D.; Owen, Steven V.

The American public continues to be perplexed by the substandard reading, math, and science skills of students. Science information alone is growing at a rate that will make it very difficult for many, especially students with feeble science knowledge and skills, to become scientifically literate. This research describes the development,…

#ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

NASA Astrophysics Data System (ADS)

Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

2015-12-01

Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #Climate

The Science of Museums: Tapping the Social Sciences to Make Exhibits Fathomable and Fun.

ERIC Educational Resources Information Center

Raloff, Janet

1998-01-01

The most successful science-and-technology center exhibits owe as much to the evaluation of visitor reactions as they do to budgets and planning. Explores different types of visitor-evaluation studies and shares examples of successful exhibit designs built upon visitor evaluations, including children's physics exhibits and jellyfish as living art.…

Learning science through talking science in elementary classroom

NASA Astrophysics Data System (ADS)

Tank, Kristina Maruyama; Coffino, Kara

2014-03-01

Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students' know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young.

Structured decision making: Chapter 5

USGS Publications Warehouse

Runge, Michael C.; Grand, James B.; Mitchell, Michael S.; Krausman, Paul R.; Cain, James W. III

2013-01-01

Wildlife management is a decision-focused discipline. It needs to integrate traditional wildlife science and social science to identify actions that are most likely to achieve the array of desires society has surrounding wildlife populations. Decision science, a vast field with roots in economics, operations research, and psychology, offers a rich set of tools to help wildlife managers frame, decompose, analyze, and synthesize their decisions. The nature of wildlife management as a decision science has been recognized since the inception of the field, but formal methods of decision analysis have been underused. There is tremendous potential for wildlife management to grow further through the use of formal decision analysis. First, the wildlife science and human dimensions of wildlife disciplines can be readily integrated. Second, decisions can become more efficient. Third, decisions makers can communicate more clearly with stakeholders and the public. Fourth, good, intuitive wildlife managers, by explicitly examining how they make decisions, can translate their art into a science that is readily used by the next generation.

Science stories: flies, planes, worms, and lasers.

PubMed

Rolls, Melissa

2011-11-01

"Tell a story," my mother instructs her graduate students as they prepare their talks. I will make use of her advice here, and will tell several short stories. The themes revolve around the practice of science-what motivates us to go into science and how we choose questions once we get there. I also touch on progress in scientific tools, teaching, good mentors, and good colleagues, all of which contribute to making a career in science constantly compelling.

Integrating Trends in Decision-Making Research

DTIC Science & Technology

2016-03-01

Address correspondence to Cleotilde Gonzalez, Department of Social and Decision Sciences, Dynamic Decision Making Lab, Carnegie Mellon University...Cleotilde Gonzalez, Carnegie Mellon University, and Joachim Meyer, Tel-Aviv University Journal of Cognitive Engineering and Decision Making 201X, Volume XX...Number X, Month 2016, pp. 1 –3 DOI: 10.1177/1555343416655256 Copyright © 2016, Human Factors and Ergonomics Society. at CARNEGIE MELLON UNIV LIBRARY

INTEGRATED WATERSHED MANAGEMENT: LINKING SCIENCE TO DECISION MAKING

EPA Science Inventory

This paper describes some of the challenges and benefits of taking an integrated watershed approach to achieving Clean Water Act (CWA) and Safe Drinking Water Act (SDWA) goals, and some of the activities in EPA to facilitate watershed management decision making.

Making Science Meaningful for Young People with Diverse Needs

ERIC Educational Resources Information Center

Stead, Di

2015-01-01

In the autumn term of 2011, it was identified that a programme of support for developing science in the curriculum was required at a newly opened special school, Beacon Reach, in Lancashire, which caters to children with autism spectrum disorders. Staff wanted to provide a relevant and meaningful curriculum, accessible even to young people who…

Psychoanalysis, science, and art: aesthetics in the making of a psychoanalyst.

PubMed

Frayze-Pereira, João A

2007-04-01

This paper critically examines the relationship of psychoanalysis to science and art. Its point of departure is Michael Rustin's theorizing. Specifically, in considering the possibility of a psychoanalyst's having an aesthetic orientation, the author analyses: 1) the difficulty of there being any connection between psychoanalysis and science because science's necessarily presupposed subject-object dichotomy is incompatible with transference, which, beginning with Freud, is basic to psychoanalysis; 2) the complex relationship between psychoanalysis and aesthetics using Maurice Merleau-Ponty's philosophical perspective as well as Luigi Pareyson's theory of aesthetics; 3) the Kantian foundations of the psychoanalytic notion of art as the 'containing form of subjective experience'; 4) intersubjectivity, without which clinical practice would not be possible, especially considering matters of identity, difference, the body, and of sensory experience such as 'expressive form'; 5) the relationship of psychoanalysis and art, keeping in mind their possible convergence and divergence as well as some psychoanalysts' conceptual commitment to classicism and the need for contact with art in a psychoanalyst's mind set.

Integrating Authentic Earth Science Data in Online Visualization Tools and Social Media Networking to Promote Earth Science Education

NASA Astrophysics Data System (ADS)

Carter, B. L.; Campbell, B.; Chambers, L.; Davis, A.; Riebeek, H.; Ward, K.

2008-12-01

The Goddard Space Flight Center (GSFC) is one of the largest Earth Science research-based institutions in the nation. Along with the research comes a dedicated group of people who are tasked with developing Earth science research-based education and public outreach materials to reach the broadest possible range of audiences. The GSFC Earth science education community makes use of a wide variety of platforms in order to reach their goals of communicating science. These platforms include using social media networking such as Twitter and Facebook, as well as geo-spatial tools such as MY NASA DATA, NASA World Wind, NEO, and Google Earth. Using a wide variety of platforms serves the dual purposes of promoting NASA Earth Science research and making authentic data available to educational communities that otherwise might not otherwise be granted access. Making data available to education communities promotes scientific literacy through the investigation of scientific phenomena using the same data that is used by the scientific community. Data from several NASA missions will be used to demonstrate the ways in which Earth science data are made available for the education community.

Science Inquiry into Local Animals: Structure and Function Explored through Model Making

ERIC Educational Resources Information Center

Rule, Audrey C.; Tallakson, Denise A.; Glascock, Alex L.; Chao, Astoria

2015-01-01

This article describes an arts- and spatial thinking skill--integrated inquiry project applied to life science concepts from the Next Generation Science Standards for fourth grade students that focuses on two unifying or crosscutting themes: (1) structure (or "form") and function and (2) use of models. Students made observations and…

PREFACE: The Science of Making Torque from Wind

NASA Astrophysics Data System (ADS)

Sørensen, Jens N.; Hansen, Martin O. L.; Hansen, Kurt S.

2007-06-01

conference to bring together scientists and engineers working in the fields of aerodynamics, aeroelasticity, aeroacoustics, aeroelastic control, wind conditions and wind farms. The first conference entitled `The Science of making Torque from Wind' was organized by DUWIND and held at Delft University, 19-21 April 2004. Owing to the great success of this conference where more than 60 papers were presented, we decided to follow it with a similar conference at the Technical University of Denmark (DTU) in Lyngby. It is our hope that others will take up the idea and continue this series of conferences. An explicit objective of the conference is to meet the high standards applied in several other branches of science and technology. The EAWE has the responsibility for the scientific quality of the content. All papers presented at the conference have had an abstract review as well as a full paper review by at least two reviewers. Out of the approximately 120 submitted abstracts, 86 papers were finally approved to be presented at the conference. It is expected that many of the papers will subsequently be published in scientific journals. Toward that end, the editors of Wind Energy and Journal of Solar Energy Engineering have expressed their interest in letting the most promising papers be subjected to a second review, for the purpose of having them published as journal papers. The EWEA staff is thanked for organizing the PR on the conference and the EAWE board members for valuable help in the reviewing process and for delivering session chairmen. Staff members at the Department of Mechanical Engineering at DTU and Risø were responsible for the organization. Special thanks go to DTU for providing lecture and meeting rooms, and to LM Glasfiber, Vestas Wind Systems and Siemens Wind Power for financial support. Jens Nørkær Sørensen, Conference Chairman 21 June 2007

Teaching Science through Physical Education.

ERIC Educational Resources Information Center

Kumar, David; Whitehurst, Michael

1997-01-01

Physical education can serve as a vehicle for teaching science and make student understanding of certain personal health-related science concepts meaningful. Describes activities involving the musculoskeletal system, the nervous system, and the cardiovascular system. (DKM)

Cooperative Science Lesson Plans.

ERIC Educational Resources Information Center

Cooperative Learning, 1991

1991-01-01

Offers several elementary level cooperative science lesson plans. The article includes a recipe for cooperative class learning, instructions for making a compost pile, directions for finding evidence of energy, experiments in math and science using oranges to test density, and discussions of buoyancy using eggs. (SM)

Equitable science education in urban middle schools: Do reform efforts make a difference?

NASA Astrophysics Data System (ADS)

Hewson, Peter W.; Butler Kahle, Jane; Scantlebury, Kathryn; Davies, Darleen

2001-12-01

A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study Bridging the Gap: Equity in Systemic Reform assessed equity in systemic reform using a nested research design that drew on both qualitative and quantitative methodologies. As part of the study, case studies were conducted in two urban middle schools in large Ohio cities. The purpose of the case studies was to identify factors affecting equity in urban science education reform. Data were analyzed using Kahle's (1998) equity metric. That model allowed us to assess progress toward equity using a range of research-based indicators grouped into three categories critical for equitable education: access to, retention in, and achievement in quality science education. In addition, a fourth category was defined for systemic indicators of equity. Analyses indicated that the culture and climate of the case study schools differentially affected their progress toward equitable reform in science education.

Older and wiser? An affective science perspective on age-related challenges in financial decision making

PubMed Central

Kensinger, Elizabeth A.; Munnell, Alicia H.; Sass, Steven A.; Dickerson, Brad C.; Wright, Christopher I.; Barrett, Lisa Feldman

2011-01-01

Financial planning decisionss are fundamentally affective in nature; they are decisions related to money, longevity and quality of life. Over the next several decades people will be increasingly responsible for managing their own assets and investments, and they will be subject to the affective influences on active, personal decision-making. Many of these crucial decisions are made and revised across the lifespan, including when to buy or sell a home, how to save for childrens’ education, how to manage healthcare costs, when to retire, how much to save for retirement and how to allocate retirement funds. As average life expectancy increases, many retirees will be faced with inadequate savings to live comfortably until the end of their lives. In the current article, we examine the problems of and potential solutions to inadequate financial planning through the lens of affective science, with an emphasis on how brain-based changes in affective processing with age might contribute to the challenge of financial planning. PMID:20587596

Older and wiser? An affective science perspective on age-related challenges in financial decision making.

PubMed

Weierich, Mariann R; Kensinger, Elizabeth A; Munnell, Alicia H; Sass, Steven A; Dickerson, Brad C; Wright, Christopher I; Barrett, Lisa Feldman

2011-04-01

Financial planning decisionss are fundamentally affective in nature; they are decisions related to money, longevity and quality of life. Over the next several decades people will be increasingly responsible for managing their own assets and investments, and they will be subject to the affective influences on active, personal decision-making. Many of these crucial decisions are made and revised across the lifespan, including when to buy or sell a home, how to save for childrens' education, how to manage healthcare costs, when to retire, how much to save for retirement and how to allocate retirement funds. As average life expectancy increases, many retirees will be faced with inadequate savings to live comfortably until the end of their lives. In the current article, we examine the problems of and potential solutions to inadequate financial planning through the lens of affective science, with an emphasis on how brain-based changes in affective processing with age might contribute to the challenge of financial planning.

Redefining roles of science in planning and management: ecology as a planning and management tool

Treesearch

Greg Mason; Stephen Murphy

2002-01-01

Science as a way of knowing has great value to decision-making but there is need to consider all its attributes and assess how science ought to be informing decision-making. Consideration of the critiques of science can make science stronger and more useful to decision-making in an environmental and ecological context. Scientists, planners, and managers need to...

How can we make Science Education and Careers more attractive for Young People?

NASA Astrophysics Data System (ADS)

Knickmeier, K.; Kruse, K.

2016-02-01

The Kiel Science Factory (Kieler Forschungswerkstatt) is a school and teaching laboratory, which breaches the gap between school education and university research. Since opening in October 2012, 3.430 pupils worked at the Kiel Science Factory, and joined the different programs (ocean:lab, nano:lab, geo:lab), the numbers of visitors are increasing. The combination of experts in research and experts in education is very effective to attract young peoplés interest for a scientific career, to communicate science and to increase interest of teachers in current science. The biggest lab is the ocean:lab, it is jointly offered by Kiel University, Cluster of Excellence "Future Ocean" and Leibniz Institute for Science and Mathematics Education at Kiel University (IPN). The ocean:lab is addressing to school classes from grade 3 to 13, and it is strongly involved in pre-service teacher education. Appropriate to their respective level of study, pupils and students get fascinating insights into marine sciences and the working methods of real scientists. Furthermore teacher trainings and summer schools are producing an enthusiasm, which affects as well teachers as their students. The visiting pupils are mainly from Northern Germany, but also from e.g. Austria, Poland and Japan. Topics are the ocean as an ecosystem and how it is affected by anthropogenic impacts. The program offers an integrated investigation of the ecosystem "ocean" (from Plankton to marine mammals) with an interdisciplinary focus on biological aspects and abiotic factors of the habitat. In addition to pollution of the ocean through plastic waste and noise, the effects of climate change and eutrophication plays a role in discussions and tasks. New formats (e.g. an international Citizen Science Project and Expeditionary Learning) are carried out. The developed material is part of expedition boxes, which can be borrowed for project work in schools and science centers. http://www.forschungs-werkstatt.de/

Can citizen science enhance public understanding of science?

PubMed

Bonney, Rick; Phillips, Tina B; Ballard, Heidi L; Enck, Jody W

2016-01-01

Over the past 20 years, thousands of citizen science projects engaging millions of participants in collecting and/or processing data have sprung up around the world. Here we review documented outcomes from four categories of citizen science projects which are defined by the nature of the activities in which their participants engage - Data Collection, Data Processing, Curriculum-based, and Community Science. We find strong evidence that scientific outcomes of citizen science are well documented, particularly for Data Collection and Data Processing projects. We find limited but growing evidence that citizen science projects achieve participant gains in knowledge about science knowledge and process, increase public awareness of the diversity of scientific research, and provide deeper meaning to participants' hobbies. We also find some evidence that citizen science can contribute positively to social well-being by influencing the questions that are being addressed and by giving people a voice in local environmental decision making. While not all citizen science projects are intended to achieve a greater degree of public understanding of science, social change, or improved science -society relationships, those projects that do require effort and resources in four main categories: (1) project design, (2) outcomes measurement, (3) engagement of new audiences, and (4) new directions for research. © The Author(s) 2015.

Medical Decision-Making for Adults Who Lack Decision-Making Capacity and a Surrogate: State of the Science.

PubMed

Kim, Hyejin; Song, Mi-Kyung

2018-01-01

Adults who lack decision-making capacity and a surrogate ("unbefriended" adults) are a vulnerable, voiceless population in health care. But little is known about this population, including how medical decisions are made for these individuals. This integrative review was to examine what is known about unbefriended adults and identify gaps in the literature. Six electronic databases were searched using 4 keywords: "unbefriended," "unrepresented patients," "adult orphans," and "incapacitated patients without surrogates." After screening, the final sample included 10 data-based articles for synthesis. Main findings include the following: (1) various terms were used to refer to adults who lack decision-making capacity and a surrogate; (2) the number of unbefriended adults was sizable and likely to grow; (3) approaches to medical decision-making for this population in health-care settings varied; and (4) professional guidelines and laws to address the issues related to this population were inconsistent. There have been no studies regarding the quality of medical decision-making and its outcomes for this population or societal impact. Extremely limited empirical data exist on unbefriended adults to develop strategies to improve how medical decisions are made for this population. There is an urgent need for research to examine the quality of medical decision-making and its outcomes for this vulnerable population.

Teacher learning from girls' informal science experiences

NASA Astrophysics Data System (ADS)

Birmingham, Daniel J.

School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP, 2010). Despite the success, little is known about how teachers can learn from informal science practices to support student engagement in science. In this study, I examine the impact informal science experiences has for the teaching and learning of science in school contexts. This study is focused on eliciting girls' stories of informal science learning experiences and sharing these stories with science teachers to examine what they notice and make meaning of in connection with their classroom practices (van Es & Sherin, 2002). I co-constructed cases of informal science experiences with middle school females who participate in an after school science program in an urban area. These cases consisted of the girls' written stories, their explicit messages to science teachers, examples of actions taken when investigating community based science issues and transcripts of conversations between the girls and researchers. These cases were shared with local science teachers in order to investigate what they "notice" (van Es & Sherin, 2002) regarding girls' participation in informal science learning, how they make meaning of youths' stories and whether the stories influence their classroom practices. I found that the girls' use their cases to share experiences of how, where and why science matters, to express hope for school science and to critique stereotypical views that young, female, students of color from lower SES backgrounds are not interested or capable of making contributions to scientific investigations. Additionally, I found that teachers noticed powerful messages within and across the girls' cases. The messages include; 1

Developing Decision-Making Skills for Socio-Scientific Issues

ERIC Educational Resources Information Center

Lee, Yeung Chung

2007-01-01

The ability to make informed decisions on science-related social issues is considered an important attribute of scientific literacy. Literature to inform science educators how to bridge the gap between rhetoric and practice--and to assist them in developing this attribute in their students--burgeons. In view of the great diversity of…

Making Images That Move

ERIC Educational Resources Information Center

Rennie, Richard

2015-01-01

The history of the moving image (the cinema) is well documented in books and on the Internet. This article offers a number of activities that can easily be carried out in a science class. They make use of the phenomenon of "Persistence of Vision." The activities presented herein demonstrate the functionality of the phenakistoscope, the…

Making Art with Microscopes

ERIC Educational Resources Information Center

Benedis-Grab, Gregory

2011-01-01

Interdisciplinary teaching is a great way to focus on overarching concepts and help students make connections across disciplines. Historically, art and science have been connected disciplines. The botanical prints of the 18th and 19th centuries and early work with microscopes are two examples of a need for strong artistic skills in the science…

Earth Science in the Classroom

ERIC Educational Resources Information Center

Whitburn, Niki

2007-01-01

An area that teachers often find difficult to make interesting is the earth science component of the science curriculum. This may be for a variety of reasons, such as lack of knowledge, lack of ideas or lack of resources. This article outlines ideas and activities that have been developed by the Earth Science Teachers' Association (ESTA) primary…

Science, policy advocacy, and marine protected areas.

PubMed

Gray, Noella J; Campbell, Lisa M

2009-04-01

Much has been written in recent years regarding whether and to what extent scientists should engage in the policy process, and the focus has been primarily on the issue of advocacy. Despite extensive theoretical discussions, little has been done to study attitudes toward and consequences of such advocacy in particular cases. We assessed attitudes toward science and policy advocacy in the case of marine protected areas (MPAs) on the basis of a survey of delegates at the First International Marine Protected Areas Congress. Delegates were all members of the international marine conservation community and represented academic, government, and nongovernmental organizations. A majority of respondents believed science is objective but only a minority believed that values can be eliminated from science. Respondents showed only partial support of positivist principles of science. Almost all respondents supported scientists being integrated into MPA policy making, whereas half of the respondents agreed that scientists should actively advocate for particular MPA policies. Scientists with a positivist view of science supported a minimal role for scientists in policy, whereas government staff with positivist beliefs supported an advocacy or decision-making role for scientists. Policy-making processes for MPAs need to account for these divergent attitudes toward science and advocacy if science-driven and participatory approaches are to be reconciled.

Making Science Worthwhile: Still Seeking Critical, Not Cosmetic, Changes

ERIC Educational Resources Information Center

Tonso, Karen L.

2014-01-01

Tonso's commentary on Sinnes and Løken's paper links what they found to empirical research done in science and engineering career settings. Sinnes and Løken's findings are a welcome addition to a literature dedicated to pointing out, yet again, some of the reasons we have made so little progress reversing gender inequities in the…

Using Technology to Promote Science Inquiry

ERIC Educational Resources Information Center

Hubbell, Elizabeth R.; Kuhn, Matt

2007-01-01

This article makes the case for infusing technology into the five stages of the science inquiry process established by the National Science Education Standards--engagement, planning, investigating, analyzing, and communicating.

Science, conscience, consciousness.

PubMed

Hennig, Boris

2010-01-01

Descartes' metaphysics lays the foundation for the special sciences, and the notion of consciousness ("conscientia") belongs to metaphysics rather than to psychology. I argue that as a metaphysical notion, "consciousness" refers to an epistemic version of moral conscience. As a consequence, the activity on which science is based turns out to be conscientious thought. The consciousness that makes science possible is a double awareness: the awareness of what one is thinking, of what one should be doing, and of the possibility of a gap between the two.

The Next Great Science

NASA Astrophysics Data System (ADS)

Hodges, K. V.

2007-12-01

value of systems-level thinking, and it makes good sense to make this the essential mantra of Earth science undergraduate and graduate programs of the future. We must emphasize that Earth science plays a central role in understanding processes that have shaped our planet since the origin of our species, processes that have thus influenced the rise and fall of human societies. By studying the co-evolution of Earth and human societies, we lay a critical part of the foundation for future environmental policymaking. If we can make this point persuasively, Earth science might just be the "next great science".

Caldecott Connections to Science.

ERIC Educational Resources Information Center

Glandon, Shan

This volume brings award-winning literature to all areas of the science curriculum. The lesson plan format includes the four stages of engagement, elaboration, exploration, and connection. Each story is followed by activities that make connections between literature, science, and the arts. Chapters include: (1) "Frog Went A-Courtin',"…

Science and Technology Centers.

ERIC Educational Resources Information Center

Danilov, Victor J.

Science and technology centers, which are relative newcomers to the museum field, differ from traditional museums in a number of respects. They are concerned with furthering public understanding and appreciation of the physical and biological sciences, engineering, technology, and health and seek to accomplish this goal by making museums both…

Lessons: Science. Slime!

ERIC Educational Resources Information Center

VanCleave, Janice

2000-01-01

Describes a science activity in which students make a non-Newtonian fluid (slime), which has both solid and liquid properties. After reviewing the shape and volume of solids and volume of liquids, students make the slime using glue, liquid starch, and food coloring. They can experiment by rolling and dropping slime balls and by pulling the slime…

Weather to Make a Decision

ERIC Educational Resources Information Center

Hoyle, Julie E.; Mjelde, James W.; Litzenberg, Kerry K.

2006-01-01

DECIDE is a teacher-friendly, integrated approach designed to stimulate learning by allowing students to make decisions about situations they face in their lives while using scientific weather principles. This learning unit integrates weather science, decision theory, mathematics, statistics, geography, and reading in a context of decision…

Considerations on the EU definition of a nanomaterial: science to support policy making.

PubMed

Bleeker, Eric A J; de Jong, Wim H; Geertsma, Robert E; Groenewold, Monique; Heugens, Evelyn H W; Koers-Jacquemijns, Marjorie; van de Meent, Dik; Popma, Jan R; Rietveld, Anton G; Wijnhoven, Susan W P; Cassee, Flemming R; Oomen, Agnes G

2013-02-01

In recent years, an increasing number of applications and products containing or using nanomaterials have become available. This has raised concerns that some of these materials may introduce new risks for humans or the environment. A clear definition to discriminate nanomaterials from other materials is prerequisite to include provisions for nanomaterials in legislation. In October 2011 the European Commission published the 'Recommendation on the definition of a nanomaterial', primarily intended to provide unambiguous criteria to identify materials for which special regulatory provisions might apply, but also to promote consistency on the interpretation of the term 'nanomaterial'. In this paper, the current status of various regulatory frameworks of the European Union with regard to nanomaterials is described, and major issues relevant for regulation of nanomaterials are discussed. This will contribute to better understanding the implications of the choices policy makers have to make in further regulation of nanomaterials. Potential issues that need to be addressed and areas of research in which science can contribute are indicated. These issues include awareness on situations in which nano-related risks may occur for materials that fall outside the definition, guidance and further development of measurement techniques, and dealing with changes during the life cycle. Copyright © 2012 Elsevier Inc. All rights reserved.

Science in Society: Bridging the gap to connect science to decision makers

NASA Astrophysics Data System (ADS)

Jones, L.; Bwarie, J.; Pearce, I.

2016-12-01

The gap between science and decision making in our society can be large and multi-faceted, involving communication, process, cultural and even subconscious differences. In sweeping generalization, scientists reject anecdotes, focus on uncertainty and details, and expect conflict as part of the scientific process, while non-scientists respond to stories, want certainty and the big picture, and see conflict as a reason to reject the message. Bridging this gap often requires ongoing collaboration to find the intersection of three independent domains: what science can provide, the technical information decision makers need to make the most effective choices and what information decision makers need to motivate action. For ten years, the USGS has experimented with improving the usefulness of its science through the SAFRR (Science Application for Risk Reduction) Project and its predecessor, the Multi Hazards Demonstration Project in Southern California. Through leading and participating in these activities, we have recognized 3 steps that have been essential to successful partnerships between scientists and decision makers. First, determining what makes for a successful product cannot be done in isolation by either scientists or users. The users may want something science cannot produce (e.g., accurate short-term earthquake predictions), while the scientists can fail to see that the product they know how to make may not be relevant to the decisions that need to be made. Real discussions with real exchange and absorption of information on both sides makes for the most useful products. Second, most scientific results need work beyond what belongs in a journal to create a product that can be used. This is not just a different style of communication, but analyses that focus on the community's local questions rather than on scientific advances. Third, probabilities of natural hazards almost never motivate action to mitigate. The probabilities are usually low on human time

Dealing with the Ambiguities of Science Inquiry

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

The current vision of science education in myriad educational contexts encourages students to learn through the process of science inquiry. Science inquiry has been used to promote conceptual learning and engage learners in an active process of meaning-making and investigation to understand the world around them. The science inquiry process…

Making objective decisions in mechanical engineering problems

NASA Astrophysics Data System (ADS)

Raicu, A.; Oanta, E.; Sabau, A.

2017-08-01

Decision making process has a great influence in the development of a given project, the goal being to select an optimal choice in a given context. Because of its great importance, the decision making was studied using various science methods, finally being conceived the game theory that is considered the background for the science of logical decision making in various fields. The paper presents some basic ideas regarding the game theory in order to offer the necessary information to understand the multiple-criteria decision making (MCDM) problems in engineering. The solution is to transform the multiple-criteria problem in a one-criterion decision problem, using the notion of utility, together with the weighting sum model or the weighting product model. The weighted importance of the criteria is computed using the so-called Step method applied to a relation of preferences between the criteria. Two relevant examples from engineering are also presented. The future directions of research consist of the use of other types of criteria, the development of computer based instruments for decision making general problems and to conceive a software module based on expert system principles to be included in the Wiki software applications for polymeric materials that are already operational.

Science as experience, exploration, and experiments: elementary teachers' notions of `doing science'

NASA Astrophysics Data System (ADS)

Murphy, Ashley N.; Luna, Melissa J.; Bernstein, Malayna B.

2017-11-01

Much of the literature on science teaching suggests that elementary teachers lack relevant prior experiences with science. This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science - both in and out of schools - throughout their lives. Our work uses identity as a lens to examine the complexities of elementary teachers' narrative accounts of their experiences with science over the course of their lives. Our findings identify components of teachers' science-related experiences in order to lay the groundwork for making connections between teachers' personal experiences and professional practice. This work demonstrates that teachers' storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers' science practice.

An introduction to behavioural decision-making theories for paediatricians.

PubMed

Haward, Marlyse F; Janvier, Annie

2015-04-01

Behavioural decision-making theories provide insights into how people make choices under conditions of uncertainty. However, few have been studied in paediatrics. This study introduces these theories, reviews current research and makes recommendations for their application within the context of shared decision-making. As parents are expected to share decision-making in paediatrics, it is critical that the fields of behavioural economics, communication and decision sciences merge with paediatric clinical ethics to optimise decision-making. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Community science, philosophy of science, and the practice of research.

PubMed

Tebes, Jacob Kraemer

2005-06-01

Embedded in community science are implicit theories on the nature of reality (ontology), the justification of knowledge claims (epistemology), and how knowledge is constructed (methodology). These implicit theories influence the conceptualization and practice of research, and open up or constrain its possibilities. The purpose of this paper is to make some of these theories explicit, trace their intellectual history, and propose a shift in the way research in the social and behavioral sciences, and community science in particular, is conceptualized and practiced. After describing the influence and decline of logical empiricism, the underlying philosophical framework for science for the past century, I summarize contemporary views in the philosophy of science that are alternatives to logical empiricism. These include contextualism, normative naturalism, and scientific realism, and propose that a modified version of contextualism, known as perspectivism, affords the philosophical framework for an emerging community science. I then discuss the implications of perspectivism for community science in the form of four propositions to guide the practice of research.

Science at Your Fingertips.

ERIC Educational Resources Information Center

Gillespie, D. Craig

1984-01-01

Offers various strategies in which students use fingerprints to help sharpen their science process skills. Includes directions for making fingerprints using just ink and paper and suggestions for additional activities. These include making "prints" from other body parts and from such objects as automobile tires. (JN)

The Relationship of Science Knowledge, Attitude and Decision Making on Socio-Scientific Issues: The Case Study of Students' Debates on a Nuclear Power Plant in Korea

ERIC Educational Resources Information Center

Jho, Hunkoog; Yoon, Hye-Gyoung; Kim, Mijung

2014-01-01

The purpose of this study was to investigate the relationship of students' understanding of science knowledge, attitude and decision making on socio-scientific issues (SSI), especially on the issues of nuclear energy in Korea. SSI-focused instructions were developed to encourage students to understand and reflect on knowledge, attitude and…

Preparing Future Secondary Computer Science Educators

ERIC Educational Resources Information Center

Ajwa, Iyad

2007-01-01

Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

Science or Technoscience

NASA Astrophysics Data System (ADS)

Fullana i Alfonso, Màrius Josep

2007-04-01

This paper tries to give an alternative point of view of the use of Science nowadays. It also presents some reflexions to the scientists on the meaning of our work. It connects Science with other activities of the Economy and Society. Some general ideas are presented on the basis of previous work. The paper defends that workers of Science could make their job in a different way in the benefit of the whole humankind and of the preservation of Earth. So as to act this way a new socioeconomic system should be built.

Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

ERIC Educational Resources Information Center

Glaze, Amanda L.

2018-01-01

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an…

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

ERIC Educational Resources Information Center

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

2018-01-01

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

What Difference Does Art Make in Science? A Comparative Study of Meaning-Making at Elementary School

ERIC Educational Resources Information Center

Jakobson, Britt; Wickman, Per-Olof

2015-01-01

Here we examine the role art activities play in aesthetic experience and learning of science. We compare recordings of two sequential occurrences in an elementary school class. The purpose of the first sequence was scientific and involved the children in observing leaves with magnifiers. The second sequence had an artistic purpose, where the…

Preservice Teachers' Images of Scientists: Do Prior Science Experiences Make a Difference?

NASA Astrophysics Data System (ADS)

Milford, Todd M.; Tippett, Christine D.

2013-06-01

This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers' beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K-8) and secondary (8-12) science methods courses. Taken as a whole, the images drawn by preservice teachers reflected the stereotype of a scientist as a man with a wild hairdo who wears a lab coat and glasses while working in a laboratory setting. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers' program and previous science experiences. Post degree students in secondary science methods courses created images of scientists with fewer stereotypical elements than drawings created by students in the regular elementary program.

CosmoQuest: Creative Engagement & Citizen Science Ignite Authentic Science

NASA Astrophysics Data System (ADS)

Cobb, W. H.; Noel-Storr, J.; Tweed, A.; Asplund, S.; Aiello, M. P.; Lebofsky, L. A.; Chilton, H.; Gay, P.

2016-12-01

The CosmoQuest Virtual Research Facility offers in-depth experiences to diverse audiences nationally and internationally through pioneering citizen science. An endeavor between universities, research institutes, and NASA centers, CosmoQuest brings together scientists, educators, researchers, programmers—and individuals of all ages—to explore and make sense of our solar system and beyond. CosmoQuest creates pathways for engaging diverse audiences in authentic science, encouraging scientists to engage with learners, and learners to engage with scientists. Here is a sequence of activities developed by CosmoQuest, leveraging a NASA Discovery and New Frontiers Programs activity developed for the general STEAM community, that activates STEM learning. The Spark: Igniting Curiosity Art and the Cosmic Connection uses the elements of art—shape, line, color, texture, value—to hone observation skills and inspire questions. Learners explore NASA image data from celestial bodies in our solar system—planets, asteroids, moons. They investigate their geology, analyzing features and engaging in scientific discourse rising from evidence while creating a beautiful piece of art. The Fuel: Making Connections Crater Comparisons explore authentic NASA image data sets, engrossing learners at a deeper level. With skills learned in Art and the Cosmic Connection, learners analyze specific image sets with the feedback of mission team members. The Burn: Evolving Community Become a Solar System Mapper. Investigate and analyze NASA mission image data of Mars, Mercury, the Moon and Vesta through CosmoQuest's citizen science projects. Learners make real-world connections while contributing to NASA science. Scaffolded by an educational framework that inspires 21st century learners, CosmoQuest engages people in analyzing and interpreting real NASA data, inspiring questions, defining problems, and realizing their potential to contribute to genuine scientific results. Through social channels

The history of science as oxymoron: from scientific exceptionalism to episcience.

PubMed

Alder, Ken

2013-03-01

This essay argues that historians of science who seek to embody our oxymoronic self-description must confront both contradictory terms that define our common enterprise--that is, both "history" and "science." On the history/methods side, it suggests that we embrace the heterogeneity of our institutional arrangements and repudiate the homogeneous disciplinary model sometimes advocated by Thomas Kuhn and followed by art history. This implies that rather than treating the history of science as an end in itself, we consider it a means to a variety of historical ends. think of ourselves as a tool-making community, and jettison moralistic assertions of scientific exceptionalism. To do so, this essay argues--on the science/subject side--that xe rebrand the subject of our historical inquiry as "episcience," a neologism that stands in relation to "science" as the new field of epigenetics does to the old genetics. Episcience encompasses both the material activities of the relevant sciences and their "surround" (environment, milieu, Umgebung) to reframe knowledge making to include the material processes that put science "in play" and make its findings matter beyond science. The essay concludes that "the history of science" is an oxymoron that makes sense to the extent that its practitioners acknowledge that the history of science is important not just because science is important, but because its history is.

How to Talk About Science: Lessons from a Middle School Science Classroom

NASA Astrophysics Data System (ADS)

Cushman-Patz, B. J.

2010-12-01

Middle school students are curious, energetic, and impatient. A middle school science teacher is always challenged to find ways to relate the content she’d like to convey to the students’ everyday lives, working to both satiate and foster their natural curiosity. She must communicate science in language appropriate for her audience, teaching new vocabulary words the first time she uses them, and reviewing them often. A thriving middle school science classroom is noisy, messy, and fun. Understanding what makes this classroom dynamic work can lead to better communication about science to any audience. 1) Know your bottom-line message, and keep it simple. Research science is complicated and nuanced. Your audience may be interested in some of these details, but start with the big picture first, and fill in the details as appropriate. 2) Avoid jargon. Use language that you would use to explain science to your 13-year-old neighbor or your 85-year old grandmother. They know what a volcano is, but they may not know the difference between a crater and a caldera. They definitely don’t know what a phreatomagmatic eruption is. As you introduce necessary jargon into your discussion, define it clearly in terms of something you are sure they do know and understand. 3) Engage the audience. Use pictures; use your hands; use common-reference points. Whenever possible, get the audience members to use their hands to mimic your motion. Encourage them to try to reframe what you say in terms that they’re comfortable with. Make it a two-way conversation 4) Pause. New concepts take time to absorb. Take a breath; give your audience a moment to absorb what you just explained and to formulate questions they may have. 5) Pay attention to cues. Middle school students make it obvious when they’re bored; adults tend to be more subtle. When eyes wander or eyelids droop, ask a question that engages your audience, even if it’s just, “do you follow?” or, “where did I lose you

Self-related factors and decision making styles among early adults.

PubMed

Batool, Naila; Riaz, Muhammad Naveed; Riaz, Muhammad Akram; Akhtar, Masud

2017-05-01

To examine the effect of self-related factors, including self-regulation, self-esteem and self-efficacy, on decision-making styles of early adults. The cross-sectional study was conducted from February to August, 2014 at four universities of Islamabad, Pakistan, and comprised adult students of both Social and Natural sciences. Data was collected through Self-Regulation Questionnaire, Self-Esteem Scale, Self-Efficacy Scale and the General Decision Making Styles Questionnaire. Data was subjected to multivariate regression analysis. Of the 300 participants, 160(53%) were men and 140(47%) were women. The overall mean age was 22.68±5.96 years. Besides, 170(56%) were studying Social sciences and 130(44%) Natural sciences. Self-regulation, self-esteem and self-efficacy positively predicted rational and intuitive style and negatively predicted avoidant and spontaneous style. Self-efficacy and self-regulation negatively predicted dependent style. Ensuring positive self-related factors affected adults' effective decision-making choices.

Decisions Based on Science.

ERIC Educational Resources Information Center

Campbell, Vincent; Lofstrom, Jocelyn; Jerome, Brian

This guide makes the case for a decision-making focus in the science curriculum as a response to concern over preparing scientifically literate students. The student activities are organized by guided activities and independent exercises. Themes of the guided activities include xenotransplants, immunizations, household cleaning products, ozone,…

Innovation in Science Education - World-Wide.

ERIC Educational Resources Information Center

Baez, Albert V.

The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

The science between tsunami science and evacuation decisions

NASA Astrophysics Data System (ADS)

McCaughey, J.; Dewi, P. R.; Mundzir, I.; Rosemary, R.; Safrina, L.; Daly, P.; Patt, A.

2014-12-01

The science of rare natural hazards provides us an opportunity that our ancestors lacked: the chance to learn what hazards we could face, and how reliable any particular precursor may or may not be. Connecting hazard science to societal learning is far too complex a challenge for our intuitions to be of much use. Instead, we need to use evidence - the science of science communication - to identify what actually works. As practitioners, we first worked with NGOs and local governments in coastal Sumatran communities to develop tsunami evacuation guidance that is consistent with the science of tsunamis and suitable for the communities that face the threat. This work identified important practical questions that social science can address: how do people decide whether to evacuate, and how do hazard knowledge and experience influence this? How acceptable are false alarms? What modes of communicating tsunami science and its uncertainties may lead to greater willingness to evacuate, and greater acceptance of false alarms? Which parts of the vast body of research on communication, risk perception, and decision-making might be significant in these contexts? We are beginning research at the household level that will address these questions and feed back into our continuing science-communication practice.

Enabling science support for better decision-making when responding to chemical spills

USGS Publications Warehouse

Weidhass, Jennifer L.; Dietrich, Andrea M.; DeYonker, Nathan J.; Dupont, R. Ryan; Foreman, William T.; Gallagher, Daniel; Gallagher, Jennifer E. G.; Whelton, Andrew J.; Alexander, William

2016-01-01

Chemical spills and accidents contaminate the environment and disrupt societies and economies around the globe. In the United States there were approximately 172,000 chemical spills that affected US waterbodies from 2004 to 2014. More than 8000 of these spills involved non–petroleum-related chemicals. Traditional emergency responses or incident command structures (ICSs) that respond to chemical spills require coordinated efforts by predominantly government personnel from multiple disciplines, including disaster management, public health, and environmental protection. However, the requirements of emergency response teams for science support might not be met within the traditional ICS. We describe the US ICS as an example of emergency-response approaches to chemical spills and provide examples in which external scientific support from research personnel benefitted the ICS emergency response, focusing primarily on nonpetroleum chemical spills. We then propose immediate, near-term, and long-term activities to support the response to chemical spills, focusing on nonpetroleum chemical spills. Further, we call for science support for spill prevention and near-term spill-incident response and identify longer-term research needs. The development of a formal mechanism for external science support of ICS from governmental and nongovernmental scientists would benefit rapid responders, advance incident- and crisis-response science, and aid society in coping with and recovering from chemical spills.

NOVA making stuff: Season 2

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

Leombruni, Lisa; Paulsen, Christine Andrews

Over the course of four weeks in fall 2013, 11.7 million Americans tuned in to PBS to follow host David Pogue as he led them in search of engineering and scientific breakthroughs poised to change our world. Levitating trains, quantum computers, robotic bees, and bomb-detecting plants—these were just a few of the cutting-edge innovations brought into the living rooms of families across the country in NOVA’s four-part series, Making Stuff: Faster, Wilder, Colder, and Safer. Each of the four one-hour programs gave viewers a behind-the-scenes look at novel technologies poised to change our world—showing them how basic research and scientificmore » discovery can hold the keys to transforming how we live. Making Stuff Season 2 (MS2) combined true entertainment with educational value, creating a popular and engaging series that brought accessible science into the homes of millions. NOVA’s goal to engage the public with such technological innovation and basic research extended beyond the broadcast series, including a variety of online, educational, and promotional activities: original online science reporting, web-only short-form videos, a new online quiz-game, social media engagement and promotion, an educational outreach “toolkit” for science educators to create their own “makerspaces,” an online community of practice, a series of nationwide Innovation Cafés, educator professional development, a suite of teacher resources, an “Idealab,” participation in national conferences, and specialized station relation and marketing. A summative evaluation of the MS2 project indicates that overall, these activities helped make a significant impact on the viewers, users, and participants that NOVA reached. The final evaluation conducted by Concord Evaluation Group (CEG) confidently concluded that the broadcast, website, and outreach activities were successful at achieving the project’s intended impacts. CEG reported that the MS2 series and website content

The structural science of functional materials.

PubMed

Catlow, C Richard A

2018-01-01

The growing complexity of functional materials and the major challenges this poses to structural science are discussed. The diversity of structural materials science and the contributions that computation is making to the field are highlighted.

Understanding medical decision making in hand surgery.

PubMed

Myers, John; McCabe, Steven J

2005-10-01

The practice of medicine takes place in an environment of uncertainty. Expected value decision making, prospect theory, and regret theory are three theories of decision making under uncertainty that may be used to help us learn how patients and physicians make decisions. These theories form the underpinnings of decision analysis and provide the opportunity to introduce the broad discipline of decision science. Because decision analysis and economic analysis are underrepresented in upper extremity surgery, the authors believe these are important areas for future research.

Why cognitive science needs philosophy and vice versa.

PubMed

Thagard, Paul

2009-04-01

Contrary to common views that philosophy is extraneous to cognitive science, this paper argues that philosophy has a crucial role to play in cognitive science with respect to generality and normativity. General questions include the nature of theories and explanations, the role of computer simulation in cognitive theorizing, and the relations among the different fields of cognitive science. Normative questions include whether human thinking should be Bayesian, whether decision making should maximize expected utility, and how norms should be established. These kinds of general and normative questions make philosophical reflection an important part of progress in cognitive science. Philosophy operates best, however, not with a priori reasoning or conceptual analysis, but rather with empirically informed reflection on a wide range of findings in cognitive science. Copyright © 2009 Cognitive Science Society, Inc.

Making sense of teacher-feedback to high school students in science classes: Science instruction and student learning

NASA Astrophysics Data System (ADS)

Pahl, Jarvis Van Netta Calvin

When we perceive the world as whole and begin to explore how things are interrelated, we confer a sense of meaning and order to what we are studying. When we include the learner as an active participant in what is being learned, we have the basis for an educational practice that accentuates meaning. The connectedness between meaning and learning will become more apparent...connectedness is natural...it is everywhere and in everything. We have only to look for it. As our perceptions change, so will our practice. (Caine, Caine, and Cromwell, 1994) What can we learn about our teaching practices when we ask high school students their perceptions about teacher-feedback to them regarding their learning science? This research study uses students' written stories of what teacher-feedback in high school science classes means to them. Students provide vivid descriptions of how they use science teacher-feedback to create new meaning or how they do not use or receive science teacher-feedback. There were three essential questions in the study, one qualitative and two quantitative. These questions were: what types of teacher-feedback do high school students receive from their science teachers; how do students use the teacher-feedback they receive; and what teacher-feedback do students identify as most useful to them? This research study used a qualitative-quantitative approach for gathering and analyzing data. The design of the procedure was a blend of the qualitative research question to access initial data to be used with a modified quantitative approach in a followup of the remaining two research questions which were focused on a student survey for a practical application of the research. The following six emergent dichotomous types of teacher-feedback were found in the study: supportive and non supportive teacher-feedback; short term and long term teacher-feedback; academic and non academic teacher-feedback; teacher-initiated and student-initiated contact with the teacher

NASA Applied Sciences Program Rapid Prototyping Results and Conclusions

NASA Astrophysics Data System (ADS)

Cox, E. L.

2007-12-01

NASA's Applied Sciences Program seeks to expand the use of Earth science research results to benefit current and future operational systems tasked with making policy and management decisions. The Earth Science Division within the Science Mission Directorate sponsors over 1000 research projects annually to answer the fundamental research question: How is the Earth changing and what are the consequences for life on Earth? As research results become available, largely from satellite observations and Earth system model outputs, the Applied Sciences Program works diligently with scientists and researchers (internal and external to NASA) , and other government agency officials (USDA, EPA, CDC, DOE, US Forest Service, US Fish and Wildlife Service, DHS, USAID) to determine useful applications for these results in decision-making, ultimately benefiting society. The complexity of Earth science research results and the breadth of the Applied Sciences Program national priority areas dictate a broad scope and multiple approaches available to implement their use in decision-making. Over the past five years, the Applied Sciences Program has examined scientific and engineering practices and solicited the community for methods and steps that can lead to the enhancement of operational systems (Decision Support Systems - DSS) required for decision-making. In November 2006, the Applied Sciences Program launched an initiative aimed at demonstrating the applicability of NASA data (satellite observations, models, geophysical parameters from data archive centers) being incorporated into decision support systems and their related environments at a low cost and quick turnaround of results., i.e. designed rapid prototyping. Conceptually, an understanding of Earth science research (and results) coupled with decision-making requirements and needs leads to a demonstration (experiment) depicting enhancements or improvements to an operational decisions process through the use of NASA data. Five

Identity Matching to Scientists: Differences That Make a Difference?

ERIC Educational Resources Information Center

Andersen, Hanne Moeller; Krogh, Lars Brian; Lykkegaard, Eva

2014-01-01

Students' images of science and scientists are generally assumed to influence their related subject choices and aspirations for tertiary education within science and technology. Several research studies have shown that many young people hold rather stereotypical images of scientists, making it hard for them to see themselves as future scientists.…

Inferring Pre-Service Science Teachers' Understanding of Science by Using Socially Embedded Pseudoscientific Context

ERIC Educational Resources Information Center

Metin, Duygu; Ertepinar, Hamide

2016-01-01

The purposes of the present study are to elicit pre-service elementary science teachers' scientific and pseudoscientific beliefs about earthquake and to make inferences about their understandings of science. Although the subject of earthquake is not a pseudoscientific area, some pseudoscientific beliefs related to earthquake were used in this…

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

NASA Astrophysics Data System (ADS)

Wang, Hui-Hui

Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

The Magnetospheric Multiscale (MMS) Mission Science Data Center: Technologies, Methods, and Experiences in Making Available Large Quantities of Science Data

NASA Astrophysics Data System (ADS)

Pankratz, C. K.; Kokkonen, K.; Larsen, K. W.; Panneton, R. S.; Putnam, B.; Schafer, C.; Baker, D. N.; Burch, J. L.

2016-12-01

On September 1, 2015 the Magnetospheric MultiScale (MMS) constellation of four satellites completed their six-month commissioning period and began routine science data collection. Science operations for the mission is conducted at the Science Operations Center (SOC) at the Laboratory for Atmospheric and Space Physics, University of Colorado in Boulder, Colorado, USA. The MMS Science Data Center (SDC) is a component of the SOC responsible for the data production, management, dissemination, archiving, and visualization of the data from the extensive suite of 100 instruments onboard the four spacecraft. As of March 2016, MMS science data are openly available to the entire science community via the SDC. This includes hundreds of science parameters, and 50 gigabytes of data per day distributed across thousands of data files. Products are produced using integrated software systems developed and maintained by teams at other institutions using their own institutional software management procedures and made available via a centralized public web site and web services. To accomplish the data management, data processing, and system integration challenges present on this space mission, the MMS SDC incorporates a number of evolutionary techniques and technologies. This presentation will provide an informatics-oriented view of the MMS SDC, summarizing its technical aspects, novel technologies and data management practices that are employed, experiences with its design and development, and lessons learned. Also presented is the MMS "Scientist-in-the-Loop" (SITL) system, which is used to leverage human insight and expertise to optimize the data selected for transmission to the ground. This smoothly operating system entails the seamless interoperability of multiple mission facilities and data systems that ultimately translate scientist insight into uplink commands that triggers optimal data downlink to the ground.

Emotion and decision making.

PubMed

Lerner, Jennifer S; Li, Ye; Valdesolo, Piercarlo; Kassam, Karim S

2015-01-03

A revolution in the science of emotion has emerged in recent decades, with the potential to create a paradigm shift in decision theories. The research reveals that emotions constitute potent, pervasive, predictable, sometimes harmful and sometimes beneficial drivers of decision making. Across different domains, important regularities appear in the mechanisms through which emotions influence judgments and choices. We organize and analyze what has been learned from the past 35 years of work on emotion and decision making. In so doing, we propose the emotion-imbued choice model, which accounts for inputs from traditional rational choice theory and from newer emotion research, synthesizing scientific models.

Making Connections with Digital Data

ERIC Educational Resources Information Center

Leonard, William; Bassett, Rick; Clinger, Alicia; Edmondson, Elizabeth; Horton, Robert

2004-01-01

State-of-the-art digital cameras open up enormous possibilities in the science classroom, especially when used as data collectors. Because most high school students are not fully formal thinkers, the digital camera can provide a much richer learning experience than traditional observation. Data taken through digital images can make the…

Health Technology Assessment - science or art?

PubMed

Hofmann, Bjørn

2013-01-01

The founding disciplines of HTA are clearly scientific, and have been firmly based among the natural sciences. However, common definitions of HTA indicate that HTA is something more than the "pure application of science". This article investigates whether this "something" also makes HTA an art. The question of whether HTA is a science or an art is pursued in two specific and historically rich directions. The first is whether HTA is an art in the same way that medicine is described as an art. It has been argued extensively that medicine is based on two different and partly incompatible cultures, i.e., the natural sciences and humanities. Medicine is based on disciplines within the natural sciences, while its value judgments have been placed in the humanities camp. This dichotomy is present in HTA as well, and the first part of the investigation illustrates how HTA is an art in terms of its inherent and constitutive value-judgments. The second part of the science/art-scrutiny leads us to the ancient (Hippocratic) concept of art, téchne, where we find an etymological and a conceptual link between HTA and art. It demonstrates HTA is not an arbitrary process, even though it involves value judgments and relates complex decision making processes. As an art (téchne) HTA has a specific subject matter, requires inquiry and mastery of general rational principles, and is oriented to a specific end. In conclusion, the science-or-art-question makes sense in two specific perspectives, illustrating that HTA is a science based art. This has implications for the practice of HTA, for its education, and for the status of its results.

Food Science for the Public Good

NASA Astrophysics Data System (ADS)

Miller, Cassandra

If you are interested in food science, looking for a meaningful career path, and are motivated by the desire to make a difference, you may find that a career working for the public good can be very rewarding. Often, such opportunities address issues of social responsibility, sustainability, public health, and/or economic development. Food scientists who choose this path typically have an interest in social and public health issues, and are usually driven by the achievement of some sort of social, health, or societal gain. As food science in itself is a very broad discipline, applying this knowledge for the public good can also take a variety of paths. Whether you're interested in manufacturing, food safety, nutrition, food policy, product development, quality control, marketing and sales, or any other discipline that makes up the diverse field of food science, various opportunities exist to make a difference to society.

What Makes Earth and Space Science Sexy? A Model for Developing Systemic Change in Earth and Space Systems Science Curriculum and Instruction

NASA Astrophysics Data System (ADS)

Slutskin, R. L.

2001-12-01

Earth and Space Science may be the neglected child in the family of high school sciences. In this session, we examine the strategies that Anne Arundel County Public Schools and NASA Goddard Space Flight Center used to develop a dynamic and highly engaging program which follows the vision of the National Science Education Standards, is grounded in key concepts of NASA's Earth Science Directorate, and allows students to examine and apply the current research of NASA scientists. Find out why Earth/Space Systems Science seems to have usurped biology and has made students, principals, and teachers clamor for similar instructional practices in what is traditionally thought of as the "glamorous" course.

Communicating Your Science

NASA Astrophysics Data System (ADS)

Young, C. A.

2016-12-01

Effective science communication can open doors, accelerate your career and even make you a better scientist. Part of being an effective and productive scientist means being an effective science communicator. The scientist must communicate their work in talks, posters, peer-reviewed papers, internal reports, proposals as well as to the broader public (including law makers). Despite the importance of communication, it has traditionally not been part of our core training as scientists. Today's science students are beginning to have more opportunities to formally develop their science communication skills. Fortunately, new and even more established scientists have a range of tools and resources at their disposal. In this presentation, we will share some of these resources, share our own experiences utilizing them, and provide some practical tools to improve your own science communication skills.

Know Your Discipline: Teaching the Philosophy of Computer Science

ERIC Educational Resources Information Center

Tedre, Matti

2007-01-01

The diversity and interdisciplinarity of computer science and the multiplicity of its uses in other sciences make it hard to define computer science and to prescribe how computer science should be carried out. The diversity of computer science also causes friction between computer scientists from different branches. Computer science curricula, as…

van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

NASA Astrophysics Data System (ADS)

Mueller, Michael P.; Tippins, Deborah J.

2010-12-01

This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

Visual Literacy in Science

ERIC Educational Resources Information Center

McTigue, Erin; Croix, Amanda

2010-01-01

While diagrams make the text more visually appealing and provide an image of the text, they also do much more. Subsequently, the authors designed a series of lessons for students to discover the many purposes of graphics in science. A particular utility of these interdisciplinary lessons is that they are used with any science text featuring visual…

Research methods from social science can contribute much to the health sciences.

PubMed

Wensing, Michel

2008-06-01

Research methods from social science, such as social network analysis, random coefficient modeling, and advanced measurement techniques, can contribute much to the health sciences. There is, however, a slow rate of transmission of social science methodology into the health sciences. This paper identifies some of the barriers for adoption and proposes ideas for the future. Commentary. Contributions of social science to the health sciences are not always recognized as such. It may help if the professional profile of social science in the health sciences would be higher and if its focus would be more on making useful predictions. Clinical epidemiologists may assume that their discipline includes all relevant methods and that social science is largely based on qualitative research. These perceptions need to be challenged in order to widen the scope of clinical epidemiology and include relevant methods from other sciences. New methods help to ask new research questions and to provide better to old questions. This paper has sketched challenges for both social science researchers and clinical epidemiologists.

Regime, phase and paradigm shifts: making community ecology the basic science for fisheries

PubMed Central

Mangel, Marc; Levin, Phillip S.

2005-01-01

Modern fishery science, which began in 1957 with Beverton and Holt, is ca. 50 years old. At its inception, fishery science was limited by a nineteenth century mechanistic worldview and by computational technology; thus, the relatively simple equations of population ecology became the fundamental ecological science underlying fisheries. The time has come for this to change and for community ecology to become the fundamental ecological science underlying fisheries. This point will be illustrated with two examples. First, when viewed from a community perspective, excess production must be considered in the context of biomass left for predators. We argue that this is a better measure of the effects of fisheries than spawning biomass per recruit. Second, we shall analyse a simple, but still multi-species, model for fishery management that considers the alternatives of harvest regulations, inshore marine protected areas and offshore marine protected areas. Population or community perspectives lead to very different predictions about the efficacy of reserves. PMID:15713590

Science in the Wild: Adventure Citizen Science in the Arctic and Himalaya

NASA Astrophysics Data System (ADS)

Horodyskyj, U. N.; Rufat-Latre, J.; Reimuller, J. D.; Rowe, P.; Pothier, B.; Thapa, A.

2016-12-01

Science in the Wild provides educational hands-on adventure science expeditions for the everyday person, blending athletics and academics in remote regions of the planet. Participants receive training on field data collection techniques in order to be able to help scientists in the field while on expedition with them. At SITW, we also involve our participants in analyzing and interpreting the data, thus teaching them about data quality and sources of error and uncertainty. SITW teaches citizens the art of science storytelling, aims to make science more open and transparent, and utilizes open source software and hardware in projects. Open science serves both the research community and the greater public. For the former, it makes science reproducible, transparent and more impactful by mobilizing multidisciplinary and international collaborative research efforts. For the latter, it minimizes mistrust in the sciences by allowing the public a `behind-the-scenes' look into how scientific research is conducted, raw and unfiltered. We present results from a citizen-science expedition to Baffin Island (Canadian Arctic), which successfully skied and sampled snow for dust and black carbon concentration from the Penny Ice Cap, down the 25-mile length of Coronation Glacier, and back to the small Arctic town of Qikitarjuaq. From a May/June 2016 citizen-science expedition to Nepal (Himalaya), we present results comparing 2014/16 depth and lake floor compositional data from supraglacial lakes on Ngozumpa glacier while using open-source surface and underwater robotics. The Sherpa-Scientist Initiative, a program aimed at empowering locals in data collection and interpretation, successfully trained half a dozen Sherpas during this expedition and demonstrates the value of local engagement. In future expeditions to the region, efforts will be made to scale up the number of trainees and expand our spatial reach in the Himalaya.

The Role of Science in Advising the Decision Making Process: A Pathway for Building Effective Climate Change Mitigation Policies in Mexico at the Local Level

PubMed Central

Barraza, Roberto; Velazquez-Angulo, Gilberto; Flores-Tavizón, Edith; Romero-González, Jaime; Huertas-Cardozo, José Ignacio

2016-01-01

This study examines a pathway for building urban climate change mitigation policies by presenting a multi-dimensional and transdisciplinary approach in which technical, economic, environmental, social, and political dimensions interact. Now, more than ever, the gap between science and policymaking needs to be bridged; this will enable judicious choices to be made in regarding energy and climate change mitigation strategies, leading to positive social impacts, in particular for the populations at-risk at the local level. Through a case study in Juarez, Chihuahua, Mexico, we propose a multidimensional and transdisciplinary approach with the role of scientist as policy advisers to improve the role of science in decision-making on mitigation policies at the local level in Mexico. PMID:27128933

The Role of Science in Advising the Decision Making Process: A Pathway for Building Effective Climate Change Mitigation Policies in Mexico at the Local Level.

PubMed

Barraza, Roberto; Velazquez-Angulo, Gilberto; Flores-Tavizón, Edith; Romero-González, Jaime; Huertas-Cardozo, José Ignacio

2016-04-27

This study examines a pathway for building urban climate change mitigation policies by presenting a multi-dimensional and transdisciplinary approach in which technical, economic, environmental, social, and political dimensions interact. Now, more than ever, the gap between science and policymaking needs to be bridged; this will enable judicious choices to be made in regarding energy and climate change mitigation strategies, leading to positive social impacts, in particular for the populations at-risk at the local level. Through a case study in Juarez, Chihuahua, Mexico, we propose a multidimensional and transdisciplinary approach with the role of scientist as policy advisers to improve the role of science in decision-making on mitigation policies at the local level in Mexico.

Science Outreach and the Religious Public: The Source Makes All the Difference

NASA Astrophysics Data System (ADS)

Davidson, G. R.; Hill, C.; Wolgemuth, K.

2017-12-01

Public resistance to well established scientific understanding has been a persistent problem in the US. Decades of improved educational materials, upgraded K-12 standards, and several successful court battles to curb anti-science influences did little to change the percentage of Americans resistant to even considering the evidence for subjects such as evolution or ancient Earth history. Research in the social sciences suggests that one reason has been a failure to recognize the importance of the source of information. Studies have documented that people are more receptive to challenging viewpoints when the advocate (the source) is recognized as a member of their own group or "tribe." The personal worldview or group-identity of an expert can determine how willing an audience is to consider the argument, much more so than the expert's scientific credentials. For a religious audience, this means that the quality of educational materials and the strength of an argument may be irrelevant if delivered by someone known to be dismissive of fundamental religious beliefs. In contrast, significant inroads have been realized with the religious public when scientists of faith have taken a pro-science message to members of their own religious affiliations. Encouraging stories are coming from outreach efforts of organizations and programs such as BioLogos, American Scientific Affiliation, Solid Rock Lectures, and AAAS Dialogue on Science, Ethics, and Religion. Secular scientists interested in outreach can benefit greatly by keeping a short list of resources (blogs, books, speakers) by religious scientists advocating for the legitimacy of modern science, or by directly teaming with scientists of faith. A recent example from our own efforts includes an 11 author book, The Grand Canyon, Monument to an Ancient Earth, aimed primarily at the Christian public to explain why Noah's flood does not explain the planet's complex geology. Eight authors are Christians and three are not.

Reinvigorating the role of science in democracy.

PubMed

Rosenberg, Andrew A; Halpern, Michael; Shulman, Seth; Wexler, Celia; Phartiyal, Pallavi

2013-01-01

Private and political interests routinely conspire to sideline and misrepresent science and evidence in the public policy process. The Center for Science and Democracy, a new initiative at the Union of Concerned Scientists, endeavors to change this dynamic to strengthen the role of science in decision making.

Science teacher's perception about science learning experiences as a foundation for teacher training program

NASA Astrophysics Data System (ADS)

Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

2017-05-01

Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

Gaming science innovations to integrate health systems science into medical education and practice

PubMed Central

White, Earla J; Lewis, Joy H; McCoy, Lise

2018-01-01

Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers’ abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

Gaming science innovations to integrate health systems science into medical education and practice.

PubMed

White, Earla J; Lewis, Joy H; McCoy, Lise

2018-01-01

Health systems science (HSS) is an emerging discipline addressing multiple, complex, interdependent variables that affect providers' abilities to deliver patient care and influence population health. New perspectives and innovations are required as physician leaders and medical educators strive to accelerate changes in medical education and practice to meet the needs of evolving populations and systems. The purpose of this paper is to introduce gaming science as a lens to magnify HSS integration opportunities in the scope of medical education and practice. Evidence supports gaming science innovations as effective teaching and learning tools to promote learner engagement in scientific and systems thinking for decision making in complex scenarios. Valuable insights and lessons gained through the history of war games have resulted in strategic thinking to minimize risk and save lives. In health care, where decisions can affect patient and population outcomes, gaming science innovations have the potential to provide safe learning environments to practice crucial decision-making skills. Research of gaming science limitations, gaps, and strategies to maximize innovations to further advance HSS in medical education and practice is required. Gaming science holds promise to equip health care teams with HSS knowledge and skills required for transformative practice. The ultimate goals are to empower providers to work in complex systems to improve patient and population health outcomes and experiences, and to reduce costs and improve care team well-being.

Science Diplomacy in Large International Collaborations

NASA Astrophysics Data System (ADS)

Barish, Barry C.

2011-04-01

What opportunities and challenges does the rapidly growing internationalization of science, especially large scale science and technology projects, present for US science policy? On one hand, the interchange of scientists, the sharing of technology and facilities and the working together on common scientific goals promotes better understanding and better science. On the other hand, challenges are presented, because the science cannot be divorced from government policies, and solutions must be found for issues varying from visas to making reliable international commitments.

Perspectives on Women and the Sciences.

ERIC Educational Resources Information Center

Sloat, Barbara Furin

1990-01-01

Despite gains since 1970, women still make up only 15% of the science and engineering workforce in the United States. Nationally women constitute about 11% of the science faculty in professional ranks. A recent research study's dealing with the issue of women in science found that women's self-concept resulting from few faculty as role models,…

Science Fair Projects: The Environment.

ERIC Educational Resources Information Center

Bonnet, Bob; Keen, Dan

This book approaches the development of science fair projects from the point of view that science should be enjoyable, interesting, and thought-provoking. The scientific concepts introduced here will later help young students to understand more advanced scientific principles. These projects develop skills such as classification, making measured…

Climate Science for Decision-Making in the New York Metropolitan Region. Chapter 3

NASA Technical Reports Server (NTRS)

Horton, Radley; Rosenzweig, Cynthia; Solecki, William; Bader, Daniel; Sohl, Linda

2016-01-01

New York City is one of the world's most vulnerable cities to coastal flooding, due to a high concentration of population and assets near a coastline exposed to warm-season tropical storms and cold -season Nor'easter storms. Among U.S. cities, New York City is second only to New Orleans in population living less than 4 ft above the local high tide. By the 2050s, average annual losses due to coastal flooding alone could exceed $2 billion for the combined New York City-Newark region. Perhaps the most iconic example of a vulnerable New York City asset is the financial district located at the southern tip of Manhattan, however low-lying coastal assets include the full complement of major highways, subways and tunnels, hospitals, schools, wastewater treatment plants, food distribution centers, and people's homes. Given the magnitude of the assets at risk, a compelling case can be made that long-term adaptation makes economic sense for New York City. Given New York's access to economic, human, and technological resources for resilience measures, the City may be able to achieve this resilience. The city's political environment-New York City is a place where climate science is generally not a partisan issue-and the city's experience with uncertainty and overall risk framing (e.g., financing of bond issues for multi-billion dollar infrastructure with multidecade expected lifetimes), encourage climate risk framing.

Sports-science roundtable: does sports-science research influence practice?

PubMed

Bishop, David; Burnett, Angus; Farrow, Damian; Gabbett, Tim; Newton, Robert

2006-06-01

As sports scientists, we claim to make a significant contribution to the body of knowledge that influences athletic practice and performance. Is this the reality? At the inaugural congress of the Australian Association for Exercise and Sports Science, a panel of well-credentialed academic experts with experience in the applied environment debated the question, Does sports-science research influence practice? The first task was to define "sports-science research," and it was generally agreed that it is concerned with providing evidence that improves sports performance. When practices are equally effective, sports scientists also have a role in identifying practices that are safer, more time efficient, and more enjoyable. There were varying views on the need for sports-science research to be immediately relevant to coaches or athletes. Most agreed on the importance of communicating the results of sports-science research, not only to the academic community but also to coaches and athletes, and the need to encourage both short- and long-term research. The panelists then listed examples of sports-science research that they believe have influenced practice, as well as strategies to ensure that sports-science research better influences practice.

Science Curriculum Design: Views from a Psychological Framework.

ERIC Educational Resources Information Center

Linn, Marcia C.

It is now almost universally acknowledged that science education must be rejuvenated to serve the needs of American society. An emerging science of science education based on recent advances in psychological research could make this rejuvenation dramatic. Four aspects of psychological research relevant to science curriculum design are discussed:…

Integrating Literacy, Math, and Science to Make Learning Come Alive

ERIC Educational Resources Information Center

Bintz, William P.; Moore, Sara D.; Hayhurst, Elaine; Jones, Rubin; Tuttle, Sherry

2006-01-01

In this article, the authors who are an interdisciplinary team of middle school educators collaboratively developed and implemented an interdisciplinary unit designed to help middle school students: (1) think like mathematicians and scientists; (2) develop specific areas of expertise in math and science; and (3) use literature as a tool to learn…

The Science of Cycling

ERIC Educational Resources Information Center

Crompton, Zoe; Daniels, Shelley

2014-01-01

Children are engaged by finding out about science in the real world (Harlen, 2010). Many children will be cyclists or will have seen or heard about the success of British cyclists in the Olympics and the Tour de France. This makes cycling a good hook to draw children into learning science. It is also a good cross-curricular topic, with strong…

Basic Confidence Predictors of Career Decision-Making Self-Efficacy

ERIC Educational Resources Information Center

Paulsen, Alisa M.; Betz, Nancy E.

2004-01-01

The extent to which Basic Confidence Scales predicted career decision-making self-efficacy was studied in a sample of 627 undergraduate students. Six confidence variables accounted for 49% of the variance in career decision-making self-efficacy. Leadership confidence was the most important, but confidence in science, mathematics, writing, using…

Making Construals as a New Digital Skill for Learning

ERIC Educational Resources Information Center

Beynon, Meurig; Boyatt, Russell; Foss, Jonathan; Hall, Chris; Hudnott, Elizabeth; Russ, Steve; Sutinen, Erkki; Macleod, Hamish; Kommers, Piet

2015-01-01

Making construals is a practical approach to computing that was originally developed for and by computer science undergraduates. It is the central theme of an EU project aimed at disseminating the relevant principles to a broader audience. This involves bringing together technical experts in making construals and international experts in…

Changing human relationships with nature: making and remaking wilderness science

Treesearch

Jill M. Belsky

2000-01-01

The paper identifies and discusses two major themes in wilderness social science. First, that wilderness studies (and its advocates) have been limited by an ontological tension between those who mainly approach the relationship between humans and nature on the basis of material factors and constraints and those who approach it through an examination of shifting...

Hands-on Science. How Do Sea Critters Make Their Moves?

ERIC Educational Resources Information Center

VanCleave, Janice

1998-01-01

Three science experiments teach elementary school students about marine-life locomotion. One teaches primary students how octopi and jellyfish move, using balloons and umbrellas. Another teaches K-6 students the up and down movement of fish in water, using condiment packets. A third teaches 4-6 students about the effect of fish swim bladders,…

Group decision-making techniques for natural resource management applications

USGS Publications Warehouse

Coughlan, Beth A.K.; Armour, Carl L.

1992-01-01

This report is an introduction to decision analysis and problem-solving techniques for professionals in natural resource management. Although these managers are often called upon to make complex decisions, their training in the natural sciences seldom provides exposure to the decision-making tools developed in management science. Our purpose is to being to fill this gap. We present a general analysis of the pitfalls of group problem solving, and suggestions for improved interactions followed by the specific techniques. Selected techniques are illustrated. The material is easy to understand and apply without previous training or excessive study and is applicable to natural resource management issues.

Decision-Making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches

ERIC Educational Resources Information Center

Steffen, Benjamin; Hößle, Corinna

2014-01-01

The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain--"evaluation and…

Chapter 9: "I Want to Make a Difference"

ERIC Educational Resources Information Center

Roholt, Ross VeLure; Hildreth, R. W.; Baizerman, Michael

2007-01-01

"I want to make a difference," say young people involved in Youth-in-Government, Public Achievement, and Youth Science Center. And we believe that they mean it. Indeed, the power and meaning of these projects lies in the spaces each creates for young people to do precisely that-work on meaningful issues on which they can "make a difference" beyond…

The Impact of Information Displays on Decision Making

DTIC Science & Technology

2017-09-01

ARL-TN-0846 ● SEP 2017 US Army Research Laboratory The Impact of Information Displays on Decision Making by John Shevlin... Information Displays on Decision Making by John Shevlin VTCC Delta Company ’19, AROTC Bravo Company Marc Jackson and Sue E Kase...Computational and Information Sciences Directorate, ARL Daniel Cassenti Human Research and Engineering Directorate, ARL Approved for public

Multimodal Semiosis in Science Read-Alouds: Extending Beyond Text Delivery

NASA Astrophysics Data System (ADS)

Oliveira, Alandeom W.; Rivera, Seema; Glass, Rory; Mastroianni, Michael; Wizner, Francine; Amodeo, Vincent

2014-10-01

This study examines elementary teachers reading children's science books aloud to students in the US. Our findings show that science read-aloud semiosis (meaning-making) extends beyond text delivery. In addition to making a written text orally available to students, teachers also deploy different types of gestures (pointing and iconic gesticulation) and pictorial representations (narrative and conceptual) as they scaffold students' understandings. Further, teachers are shown to engage in two distinct forms of meaning-making: multimodal description and multimodal explanation. A conceptual framework is proposed that elementary science educators can use to systematically incorporate multimodality into aloud reading practices.

Material Science

NASA Image and Video Library

2003-01-22

Dr. Richard Grugel, a materials scientist at NASA's Marshall Space Flight in Huntsville, Ala., examines the furnace used to conduct his Pore Formation and Mobility Investigation -- one of the first two materials science experiments to be conducted on the International Space Station. This experiment studies materials processes similar to those used to make components used in jet engines. Grugel's furnace was installed in the Microgravity Science Glovebox through the circular port on the side. In space, crewmembers are able to change out samples using the gloves on the front of the facility's work area.

What Makes the Finnish Different in Science? Assessing and Comparing Students' Science Learning in Three Countries

ERIC Educational Resources Information Center

Geller, Cornelia; Neumann, Knut; Boone, William J.; Fischer, Hans E.

2014-01-01

This manuscript details our efforts to assess and compare students' learning about electricity in three countries. As our world is increasingly driven by technological advancements, the education of future citizens in science becomes one important resource for economic productivity. Not surprisingly international large-scale assessments are viewed…

CDC Vital Signs: Making Health Care Safer -- Think Sepsis. Time Matters.

MedlinePlus

... Press Kit Read the MMWR Science Clips Making Health Care Safer Think sepsis. Time matters. Language: English (US) ... the antibiotic type, dose, and duration are correct. Health care facility CEOs/administrators can Make infection control a ...

Autonomous Science on the EO-1 Mission

NASA Technical Reports Server (NTRS)

Chien, S.; Sherwood, R.; Tran, D.; Castano, R.; Cichy, B.; Davies, A.; Rabideau, G.; Tang, N.; Burl, M.; Mandl, D.;

Making Inexpensive 3-D Models

ERIC Educational Resources Information Center

Manos, Harry

2016-01-01

Visual aids are important to student learning, and they help make the teacher's job easier. Keeping with the "TPT" theme of "The Art, Craft, and Science of Physics Teaching," the purpose of this article is to show how teachers, lacking equipment and funds, can construct a durable 3-D model reference frame and a model gravity…

Becoming allies: Combining social science and technological perspectives to improve energy research and policy making

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

Diamond, Rick; Moezzi, Mithra

Within the energy research community, social sciences tends to be viewed fairly narrowly, often as simply a marketing tool to change the behavior of consumers and decision makers, and to ''attack market barriers''. As we see it, social sciences, which draws on sociology, psychology, political science, business administration, and other academic disciplines, is capable of far more. A social science perspective can re-align questions in ways that can lead to the development of technologies and technology policy that are much stronger and potentially more successful than they would be otherwise. In most energy policies governing commercial buildings, the prevailing Rmore » and D directives are firmly rooted in a technology framework, one that is generally more quantitative and evaluative than that fostered by the social sciences. To illustrate how social science thinking would approach the goal of achieving high energy performance in the commercial building sector, they focus on the US Department of Energy's Roadmap for commercial buildings (DOE 2000) as a starting point. By ''deconstructing'' the four strategies provided by the Roadmap, they set the stage for proposing a closer partnership between advocates of technology-based and social science-based approaches.« less

NUCLEAR SCIENCE CURRICULUM PROJECT, PROJECT I, INSTRUCTIONAL SPECIFICATIONS.

ERIC Educational Resources Information Center

CAMAREN, JAMES

ON THE PREMISE THAT A KNOWLEDGE OF NUCLEAR SCIENCE IS ESSENTIAL FOR INTELLIGENT DECISION-MAKING REGARDING ITS USES, THE NUCLEAR SCIENCE CURRICULUM PROJECT WAS DEVELOPED. ITS OBJECTIVE IS TO PROVIDE A PROGRAM THAT CAN BE EFFECTIVELY USED IN SCIENCE CLASSES TO PROVIDE AN UNDERSTANDING OF NUCLEAR SCIENCE AND ITS IMPACT ON SOCIETY. THOUGH TEACHER…

Science Adventures in Children's Play.

ERIC Educational Resources Information Center

Rieger, Edythe

The stated purpose of this pamphlet is to suggest simple, natural, interesting experiences in children's play that have science implications. It tells how the teacher may capitalize on the innate curiosity of children by incorporating science discovery in daily classroom experiences. This how-to-do-it manual directs map-making and activities for…

Psychology in cognitive science: 1978-2038.

PubMed

Gentner, Dedre

2010-07-01

This paper considers the past and future of Psychology within Cognitive Science. In the history section, I focus on three questions: (a) how has the position of Psychology evolved within Cognitive Science, relative to the other disciplines that make up Cognitive Science; (b) how have particular Cognitive Science areas within Psychology waxed or waned; and (c) what have we gained and lost. After discussing what's happened since the late 1970s, when the Society and the journal began, I speculate about where the field is going. Copyright © 2010 Cognitive Science Society, Inc.

Implementing Science Notebooks in the Primary Grades

ERIC Educational Resources Information Center

Nesbit, Catherine R.; Hargrove, Tracy Y.; Harrelson, Linda; Maxey, Bob

2004-01-01

In this article, the author details the process teachers can use to teach primary-age children how to use science notebooks. To lay the foundation for using notebooks, the author describes important elements of science notebooks and makes a distinction between science note-books and journals. In addition, the article highlights the benefits…