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In response to ESA’s “Voyage 2050” announcement of opportunity, we propose an ambitious L-class mission to explore one of the most exciting bodies in the Solar System, Saturn’s largest moon Titan. Titan, a “world with two oceans”, is an organic-rich body with interior-surface-atmosphere interactions that are comparable in complexity to the Earth. Titan is also one of the few places in the Solar System with habitability potential. Titan’s remarkable nature was only partly revealed by the Cassini-Huygens mission and still holds mysteries requiring a complete exploration using a variety of vehicles and instruments. The proposed mission concept POSEI-DON (Titan POlar Scout/orbitEr and In situ lake lander DrONe explorer) would perform joint orbital and in situ investigations of Titan. It is designed to build on and exceed the scope and scientific/technological accomplishments of Cassini-Huygens, exploring Titan in ways that were not previously possible, in particular through full close-up and in situ coverage over long periods of time. In the proposed mission architecture, POSEIDON consists of two major elements: a spacecraft with a large set of instruments that would orbit Titan, preferably in a low-eccentricity polar orbit, and a suite of in situ investigation components, i.e. a lake lander, a “heavy” drone (possibly amphibious) and/or a fleet of mini-drones, dedicated to the exploration of the polar regions. The ideal arrival time at Titan would be slightly before the next northern Spring equinox (2039), as equinoxes are the most active periods to moni-tor still largely unknown atmospheric and surface seasonal changes. The exploration of Titan’s northern latitudes with an orbiter and in situ element(s) would be highly complementary in terms of timing (with possible mission timing overlap), locations, and science goals with the upcoming NASA New Frontiers Dragonfly mission that will provide in situ exploration of Titan’s equatorial regions, in the mid-2030s.

This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge was reported as well as generalized missing concepts. The results suggest some implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. Ways that can help teachers better teach students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment are discussed. (Author/TW)

The Terms of Reference directed that the Task Force address the needs for modeling and simulation (M&S) in the DoD with special emphasis on the role of M&S to support the development and analyses of advanced warfighting concepts. Of concern are the rudimentary applications of M&S toward exploring new warfighting and operational concepts particularly with respect to new joint concepts in support of Joint Vision 2010. The Task Force found extensive and successful use. of M&S for training and weapons system design trade offs and capability evaluation, however, there was little flow of tools and methods between M&S using communities. M&S was found to quantify and support the known and expected, but not adequately adapted or employed as a way to develop new insight. Furthermore, key Joint Vision 2010 elements do not appear to be addressed by either the M&S or analytic community and there is ambiguity in planning for the evolution of next generation models and systems of models to address these needs. The report offers several recommendations to redress these problems and deficiencies with the major thrust being a more informed and proactive community for M&S support of innovative concepts.

An investigation was designed to reveal, describe, and assess the rote-level and meaningful-level understandings students attained as they progressed through the learning of new concepts. This study used an assessment technique used in previous research called "mental modeling" to ascertain the nature (meaningful, rote) of the understandings 163 10th grade students acquired. This research also explored factors that may be related to students' acquisition of conceptually inter-related, meaningful understandings, specifically: (1) aptitude, (2) need for achievement, (3) meaningful learning orientation, and (4) gender. The goal of this research was to attain a better understanding of how students may formulate inter-related, meaningful understandings of science concepts. Analysis of the data from the Differential Aptitude Test and need for achievement questionnaire indicated significant gender differences between males and females. Male students scored higher than female students. Meaningful learning orientation was not significantly different between males and females. (PR)

Noting that children and adults often hold misconceptions about topics in content area texts, particularly those in the area of science where counter-intuitive notions about how the real world works abound, a study examined the effect of activating students' background knowledge about motion theory prior to asking them to read a physics text. Subjects included a group of 38 students who demonstrated incorrect prior knowledge of motion theory in two pretests. Students were provided with two types of texts. The refutation text consisted of information regarding certain principles of motion, but it discussed those ideas as being in contrast with students' intuitive ideas. The nonrefutation version described Newtonian mechanics but did not discuss any of the ideas as being in contrast with commonly held misconceptions about motion theory. Posttest results revealed that the refutation text was more effective at getting students to change their prior misconceptions about the principles of motion. It did not make any difference if students were asked to activate their prior knowledge or not. In lieu of refutation text, it was recommended that teachers use an anticipation-reaction guide or George Posner's and others' four-step model of conceptual change instruction to dispel students' counter-intuitive notions. (HOD)

Includes bibliographies and index

This study aimed at investigating the effectiveness of educational games on scientific concepts acquisition by the first grade students. The sample of the study consisted of (53) male and female students distributed into two groups: experimental group (n = 26) which taught by educational games, and control group (n = 27) which taught by traditional method. To achieve the purpose of the study, the researcher developed a teaching guide included eight educational games, and a test to measure scientific concepts acquisition. Results showed that there were statistically significant differences in students' scientific concepts acquisition due to the method of teaching in favor of the experimental group. Also, there were no statistically significant differences in students' scientific concepts acquisition due to the gender or the interaction between method of teaching and gender. The study recommended using educational games in teaching science in primary education.

Presented is a discussion of the use of motor activity learning which may be used to foster the development of science concepts by mentally handicapped children. For the purposes of his presentation, the author uses "mentally handicapped" to designate those children who fit into any of the categories of those who are mentally retarded, have learning disabilities, or are handicapped by factors other than intellectual subnormality and thus fail to keep pace with their peers in academic achievement. Motor activity refers to things that children do actively in a pleasurable situation in order to learn. The author suggests that science experiences, particularly those of the physical sciences, can be presented through physical education activities and provides eight concepts to illustrate this point. Drawing on available research data, the author presents four generalizations which he feels support using motor activity learning to develop science concepts. (PEB)

Presented is a discussion of the use of motor activity learning which may be used to foster the development of science concepts by mentally handicapped children. For the purposes of his presentation, the author uses "mentally handicapped" to designate those children who fit into any of the categories of those who are mentally retarded, have learning disabilities, or are handicapped by factors other than intellectual subnormality and thus fail to keep pace with their peers in academic achievement. Motor activity refers to things that children do actively in a pleasurable situation in order to learn. The author suggests that science experiences, particularly those of the physical sciences, can be presented through physical education activities and provides eight concepts to illustrate this point. Drawing on available research data, the author presents four generalizations which he feels support using motor activity learning to develop science concepts. (PEB)

Presented is a discussion of the use of motor activity learning which may be used to foster the development of science concepts by mentally handicapped children. For the purposes of his presentation, the author uses "mentally handicapped" to designate those children who fit into any of the categories of those who are mentally retarded, have learning disabilities, or are handicapped by factors other than intellectual subnormality and thus fail to keep pace with their peers in academic achievement. Motor activity refers to things that children do actively in a pleasurable situation in order to learn. The author suggests that science experiences, particularly those of the physical sciences, can be presented through physical education activities and provides eight concepts to illustrate this point. Drawing on available research data, the author presents four generalizations which he feels support using motor activity learning to develop science concepts. (PEB)

Presented is a discussion of the use of motor activity learning which may be used to foster the development of science concepts by mentally handicapped children. For the purposes of his presentation, the author uses "mentally handicapped" to designate those children who fit into any of the categories of those who are mentally retarded, have learning disabilities, or are handicapped by factors other than intellectual subnormality and thus fail to keep pace with their peers in academic achievement. Motor activity refers to things that children do actively in a pleasurable situation in order to learn. The author suggests that science experiences, particularly those of the physical sciences, can be presented through physical education activities and provides eight concepts to illustrate this point. Drawing on available research data, the author presents four generalizations which he feels support using motor activity learning to develop science concepts. (PEB)

Kazalo

'Concepts-of-Science-in-Europe-and-Asia Frits Staal'

'Concepts-of-Science-in-Europe-and-Asia Frits Staal'

The purpose of this grant was to support a workshop entitled International Workshop on 2nd Generation Plasma Accelerators. The attached proceedings of that meeting have now been published as a Special Issue of IEEE Transactions on Plasma Science (August 2000, Volume 28, Number 4) These proceedings serve as a summary of the workshop and hence an appropriate summary report of the results of the grant.

This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

This bibliography contains some 2,000 articles on empirical investigation and theoretical considerations covering the topic of students' conceptions entered before September 1990. PUblications in journals, books, working papers, and contributions to conferences are included. English, German, and French publications, and ones in other languages are contained in the bibliography. The bibliography is divided into nine groups: (1) general considerations concerning research in this area; (2) everyday notions and scientific notions; (3) development of notions in the history of science as compared to development of notions of individuals; (4) language and notions; (5) methods of investigations; (6) investigations of students' notions; (7) instruction taking students' notions into account; (8) investigations of teachers notions; and (9) notions and teacher training. The entries include the author's name, year of publication, title, place of publication, and a set of keywords that help the reader to categorize the articles. Keywords indicate the group of the article (1-9), physics, chemistry, or biology, and further areas or concepts. Articles dealing with conceptions of the teaching and learning process, conceptions of science, conceptions on the use of science for technology and society, and empirical studies in which gender differences are investigated are also indicated by keywords. An author index, an appendix that contains publications added during the preparation of the present edition from October to December 1990, a second appendix that contains entries from another bibliography not listed in this bibliography, and a list of keywords are included. (KR)

Numerous flash or java applet based simulations have been developed to improve students' comprehension of Science concepts, particularly the more complex or "dry" ones. Simulations have been reported to be effective as instructional aids in scaffolding scientific learning by students since simulations support the explication of implicit understandings. Simulations are usually designed to allow students to actively manipulate variables to experimentally explore the relationships between these variables and their scientific applications. Rich associative thinking skills can also be infused in students by encouraging them to actively manipulate the simulations and learn on their own new science concepts without being prescriptively taught to by teachers as it often happens in Science classrooms. Misconceptions in the learning of Science concepts can more easily be identified and corrected in a timely manner. This paper examines in-depth research studies that have been conducted on the effectiveness of integrating simulations in the teaching and learning of Science and the effects of simulations in developing sound understanding of Science precepts. Studies done by one of the author of this paper have also been described in explaining the performance of a group of in-service teachers in the applied use of simulations in the delivery of Science education.

A number of strategies, informed by science education research, have been identified to assist the understanding and communication of difficult concepts in science. A teacher's craft lies in creating learning experiences that facilitate concept development and challenge misconceptions from which students actively build, modify, and extend their conceptual understanding. Concept mapping is accepted as one of several research and evaluation tools that are valid devices for assessing conceptual change. Concept mapping has also been identified by teachers and researchers as a tool for assisting teachers to organize their teaching strategies. Conceptual understanding is influenced by the prior knowledge brought by students to learning situations. Effective teaching entails recognizing students' prior knowledge including any alternative frameworks and adopting teaching strategies to acknowledge those frameworks. Scientific facts, if learned in a meaningful, rather than rote, manner produce much in students' minds. Having identified their students' prior learning, educators are then faced with the challenge of creating learning experiences to facilitate meaningful learning and conceptual understanding. Meaningful communication of concepts can be taught through the use of contexts and case studies; discrepant events (when a mismatch exists between the preconceptions that students bring to a learning situation); analogies, metaphors, and similes; examples and non-examples; and multiple representations of verbal and nonverbal information. Four tables and two figures illustrating aspects of the various teaching methods are included. (Contains 36 references.) (RS)

The mastery of a concept is quite important in learning science. In classroom situations, it is difficult to assess if students have attained mastery in the absence of some systematic evaluation of their understanding of the concept. With this in view, a scheme of concept analysis was developed in science and test items were written for each sub-concept. The topic selected was "classification" and 30 concepts, 10 in each of the biological, earth, and physical sciences were developed. Each concept was analyzed on selected criteria. These were named as (1) identifying the relevant, irrelevant, and critical attributes; (2) selecting supraordinate, coordinate, and subordinate concepts; (3) formulating a defintiion; and (4) listing examples and non-examples. (PS)

This qualitative study examined how three teachers of upper elementary students used science vocabulary in their lessons. The data revealed that teachers used vocabulary to label science phenomena and interpret scientific concepts for students. The practice of labeling was used more extensively than interpreting. Teachers did not help their students understand why scientists use language in these two ways or how one informs the other. Implications for science educators include using inquiry to explicitly teach the purposes of scientific language in order to enhance elementary teachers' knowledge of how vocabulary can aid student understanding of science. (Contains 3 tables.)

This paper report the findings of the first phase of a multi-phased research project that is aimed at examining preservice teachers' development of science concepts when learning: (1) takes place at a distance, and (2) is facilitated by videoconferencing technology. The study builds on the work that was done by Lansdown (Lansdown, Blackwood, and Brandwien, 1971) and validated at Boston College (Trainor, 1978) and at Harvard University (Harvey, 1980) that demonstrated the validity, effectiveness and evaluative power of an investigation/colloquium approach to students' development of science concepts in a face-to-face learning environment. The pilot study investigated the use of the investigation/colloquium approach (a series of student-directed explorations with hands-on materials followed by colloquium discussions facilitated by an adult leader) by ten students at two sites connected by videoconferencing technology. Results of the pilot study, analyzed using standard qualitative analysis procedures, indicated that Vygotskian group socio-cultural learning (particularly the development of science concepts) could take place effectively when the groups are in separate locations connected by videoconferencing technology. (Contains 24 references and 6 tables.) (Author/AEF)

This paper report the findings of the first phase of a multi-phased research project that is aimed at examining preservice teachers' development of science concepts when learning: (1) takes place at a distance, and (2) is facilitated by videoconferencing technology. The study builds on the work that was done by Lansdown (Lansdown, Blackwood, and Brandwien, 1971) and validated at Boston College (Trainor, 1978) and at Harvard University (Harvey, 1980) that demonstrated the validity, effectiveness and evaluative power of an investigation/colloquium approach to students' development of science concepts in a face-to-face learning environment. The pilot study investigated the use of the investigation/colloquium approach (a series of student-directed explorations with hands-on materials followed by colloquium discussions facilitated by an adult leader) by ten students at two sites connected by videoconferencing technology. Results of the pilot study, analyzed using standard qualitative analysis procedures, indicated that Vygotskian group socio-cultural learning (particularly the development of science concepts) could take place effectively when the groups are in separate locations connected by videoconferencing technology. (Contains 24 references and 6 tables.) (Author/AEF)

This study was carried out to determine the level of understanding and misconceptions of science teacher candidates about some concepts related to material and its properties. This research was carried out with 260 science teacher candidates in Science Teaching Education Program of Education Faculty of Necmettin Erbakan University in 2015-2016 academic year. There are 17 scientifically and logically true and false sentences in the questionnaire in order to determine the level of understanding of science teacher candidates about some concepts related to material and its properties. In addition, in order to measure the participation degree of candidate teachers, three options were offered; "I agree," "I do not agree" and "I have no idea." The data obtained from this 3-point Likert scale questionnaire were analyzed statistically. When the obtained data were evaluated, it was determined that teacher candidates had misconceptions about some concepts related to material and its properties, and some suggestions were made to eliminate these misconceptions.

Instructional methodologies increasingly require teachers' efficacy and implementation of computer-assisted learning (CAL) practices in general and particularly in the science classroom. The South African National Education Department's e-Education[1] policy also encourages the use of computers and computer software in implementing outcome-based curriculum in the teaching and learning processes, proclaiming that; "South African learners in the General Education and Training (GET) and Further Education and Training (FET) bands are expected to be information communication technology (ICT) literate by 2013". Therefore, teachers also have to become ICT-literate and conversant with the ICT-resources that is available at schools. ICT can help learners conceptualise invisible and abstract science processes, models and concepts. The intention to use technology can be influenced by various variables such as perceived ease of use, perceived usefulness, attitude towards technology and motivation[2]. The aim of this study was twofold: To assess the availability of ICT resources and use in the selected science classrooms; and to determine the interviewed science teachers' perceived intention to use ICT in their classrooms. The theoretical framework of this study is based on the Technology Acceptance Model (TAM) of Davis[2], which is rooted to the Theory of Reasoned Action[3]. The sample for the ICT-survey was ten randomly selected high schools and 45 science teachers, who completed a TAM-questionnaire. This study found that most of the selected schools did have at least the basic ICT-resources in the science classrooms, but it was not used optimally. It was also concluded that the perceived usefulness of ICT-resources seemed to be the most influential factor for the teachers' intention to practise CAL. The results of this study could be useful for education authorities and school managements to solve the problem of under-utilisation of technologies at schools.

The task of the conference reported here was to exchange ideas about approaches taken to social science content in the new curricula. The hope was to contribute to the improvement of the large and growing amount of academically based curriculum work through interdisciplinary exposure. The major emphasis was on cognitive content and its structuring, including the relationship of social science concepts, structure, and theory. Secondary emphasis was on values as content in the curriculum, and tertiary emphasis on the processes of learning. Issues of morality and rationality with respect to teaching substantive values emerged. The discussion of processes included several related ideas: discovery, inductive learning, inquiry, and problem solving. The question of how the components of social science content relate to each other and to science were points of discussion (history, geography, anthropology, Political science). The nature and utility of behavioral objectives, and the individual needs and capabilities of the child, were discussed. The great need for teacher training programs to parallel the development of new curricula was noted along with some brief sketches of projects which are working to meet these needs. (SBE)

Cassini revealed that Saturn's Moon Enceladus hosts a subsurface ocean that meets the accepted criteria for habitability with bio-essential elements and compounds, liquid water, and energy sources available in the environment. Whether these conditions are sufficiently abundant and collocated to support life remains unknown and cannot be determined from Cassini data. However, thanks to the plume of oceanic material emanating from Enceladus’ south pole, a new mission to Enceladus could search for evidence of life without having to descend through kilometers of ice. In this article, we outline the science motivations for such a successor to Cassini, choosing the primary science goal to be determining whether Enceladus is inhabited and assuming a resource level equivalent to NASA's Flagship-class missions. We selected a set of potential biosignature measurements that are complementary and orthogonal to build a robust case for any life detection result. This result would be further informed by quantifications of the habitability of the environment through geochemical and geophysical investigations into the ocean and ice shell crust. This study demonstrates that Enceladus’ plume offers an unparalleled opportunity for in situ exploration of an Ocean World and that the planetary science and astrobiology community is well equipped to take full advantage of it in the coming decades.

Scan of book Core concepts in mental health Book 1 SDK228 The science of the mind, investigating mental health by Claire Rostron [2010] {362.2--oclc} G M T Y Detect languageAfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese (Simplified)Chinese (Traditional)CorsicanCroatianCzechDanishDutchEnglishEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKoreanKurdishKyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTeluguThaiTurkishUkrainianUrduUzbekVietnameseWelshXhosaYiddishYorubaZulu English-------- [ All ] --------AfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese (Simplified)Chinese (Traditional)CorsicanCroatianCzechDanishDutchEnglishEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKoreanKurdishKyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTeluguThaiTurkishUkrainianUrduUzbekVietnameseWelshXhosaYiddishYorubaZulu Text-to-speech function is limited to 200 characters Options : History : Feedback : Donate Close

Scan of book Core concepts in mental health Book 1 SDK228 The science of the mind, investigating mental health by Claire Rostron [2010] {362.2--oclc} G M T Y Detect languageAfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese (Simplified)Chinese (Traditional)CorsicanCroatianCzechDanishDutchEnglishEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKoreanKurdishKyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTeluguThaiTurkishUkrainianUrduUzbekVietnameseWelshXhosaYiddishYorubaZulu English-------- [ All ] --------AfrikaansAlbanianAmharicArabicArmenianAzerbaijaniBasqueBelarusianBengaliBosnianBulgarianCatalanCebuanoChichewaChinese (Simplified)Chinese (Traditional)CorsicanCroatianCzechDanishDutchEnglishEsperantoEstonianFilipinoFinnishFrenchFrisianGalicianGeorgianGermanGreekGujaratiHaitian CreoleHausaHawaiianHebrewHindiHmongHungarianIcelandicIgboIndonesianIrishItalianJapaneseJavaneseKannadaKazakhKhmerKoreanKurdishKyrgyzLaoLatinLatvianLithuanianLuxembourgishMacedonianMalagasyMalayMalayalamMalteseMaoriMarathiMongolianMyanmar (Burmese)NepaliNorwegianPashtoPersianPolishPortuguesePunjabiRomanianRussianSamoanScots GaelicSerbianSesothoShonaSindhiSinhalaSlovakSlovenianSomaliSpanishSundaneseSwahiliSwedishTajikTamilTeluguThaiTurkishUkrainianUrduUzbekVietnameseWelshXhosaYiddishYorubaZulu Text-to-speech function is limited to 200 characters Options : History : Feedback : Donate Close

Kazalo

Kazalo

This document reports on a conference that was convened by Educational Equity Concepts, Inc. and the New York Academy of Sciences. Disciplines that were represented included child development, special education, early childhood education, sociology, psychology, physics, mathematics, assessment, teacher education, parent involvement, economics, and demographics. Chapters include: (1) "Developmentally Appropriate Ways to Expand Young Children's Understanding of the World"; (2) "Helping All Children Develop a Broad Range of Skills That Will Prepare Them for Later Competency in Science, Math, and Technology"; (3) "Using Assessment to Learn about Children's Science Learning"; (4) "Implications for Teacher Education"; (5) "Involvement of Parents and Family"; (6) "Today's Kindergarten, Tomorrow's Workplace"; and (7) "Issues for Further Exploration." A list of participants is also included. (YDS)

The two papers in this document focus on general systems theory. In her paper, Linda Lederman discusses the emergence and evolution of general systems theory, defines its central concepts, and draws some conclusions regarding the nature of the theory and its value as an epistemology. Don Rogers, in his paper, relates some of the important features of general systems theory and of modern organizational theory to organizational communication theory, and he points out that these theories provide a potentially significant analytical model for organizational communication scholars. (JM)

A lesson in electrochemistry was used in this study of cognitive strategies for acquisition and retention of concepts in science. The most effective strategy for facilitating acquisition consisted of experimenter-supplied, interactive graphic analogies that supplemented verbal description, in comparison to additional verbal explanation. Two explanations for these positive effects would be that these graphic analogies captured the students' attention more effectively, and that they provided an overall structure, by which individual concepts could be interrelated, serving as a type of organizer. Student-supplied elaboration, in the form of paraphrasing, drawing illustrations, or thinking of verbal analogies for verbally described concepts in the lesson, was less effective during initial acquisition than the experimenter-supplied graphic analogies, and no more effective than using the same amount of time to go through the lesson twice. However, drawing illustrations of concepts in the lesson was the most effective of these elaboration strategies for students with little or no prior knowledge of the subject matter.

Series of short science education programs, produced by TVOntario, from a broadcast on ABC TV in Australia. Missing the first few minutes from the start of the first program. followed by an ABC promo break: ABC Education 1994 logo Program Guide ABC logo TV guide: https://trove.nla.gov.au/newspaper/page/14739277 VHS recording from ABC TV in Perth, Australia, from about 11:05am on the 21st of November, 1994 (next: The World at Noon )

The study aimed to identify the effect of using Jigsaw strategy in teaching science on the acquisition of scientific concepts among the fourth graders of Bani Kinana Directorate of Education compared to the traditional way. The study sample consisted of 70 male and female students, divided into two groups: experimental and control where the students of the experimental group studied through the Jigsaw strategy and the students of the control group studied the same units in the traditional way.An achievement test was developed in the mentioned units of science to measure the extent of the acquisition of scientific concepts, which had sufficient validity and reliability. The test was applied on the study sample and the appropriate statistical analyses were conducted. The results indicated that there were statistically significant differences at the significance level (0.05) for the variable of the group in the post measurement as the value of (F) was (18.366) by a statistical significance of (0.000), and the differences were in favor of the experimental group and that there were no statistically significant differences at the level of (0.05) for the variable of gender. The researcher recommended the adoption of the teaching method by using the Jigsaw strategy in teaching science because of its effect on the acquisition of scientific concepts.

Federal Judicial Center ava20962vnb1 -- 4046-V/01 (2001) Science in the Courtroom Program 1: Core Concepts of Microbiology This is the first of six programs in the FJC's Science in the Courtroom series. After Justice Stephen Breyer introduces the series, Professor Edward S. Mocarski, Jr., of Stanford University Medical School, provides an overview of key concepts in basic microbiology. He explains the universality of the genetic code (i.e., how genes are made up of molecules of DNA), how DNA's four bases are common to all organisms, and how the arrangement of those bases dictates the differences in organisms. Professor Mocarski describes the scientific understanding of how DNA can be copied or reproduced by an intermediary, RNA, and "expressed" into proteins that carry out the work of life. This is the basic "molecular dogma" used by scientists to understand how to manipulate genes in processes of gene therapy, genetic engineering, and gene cloning.

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In order to test the theory that selected first-grade science concepts could be successfully reinforced with the use of motor activities, 52 first-graders were exposed to certain experimental procedures. Two separate classes of 25 students (group A) and 27 students (group B) underwent a pretest. Both classes were then taught through traditional teaching methods. After each lesson, group A was taken outside where the science concept was reinforced through a motor activity, while group B participated in pleasurable activities not related to science. The experiment consisted of eight lessons from the Simple Machines unit conducted over a two-week period. After this period, a posttest was administered, and 6 weeks later an extended interval test was given to test the degree of retention. The pretest scores were found to show no significant differences between groups A and B. The results of posttest show that group A scored significantly higher than group B at the .05 level of confidence. There existed no statistically significant difference between the scores of the extended interval test and the posttest, although raw score data indicated that group A scored higher than group B where p. was less than .056. The posttest scores indicate that the use of motor learning activities should be considered an enrichment or reinforcement aid in teaching first-grade science concepts. (Author)

In order to test the theory that selected first-grade science concepts could be successfully reinforced with the use of motor activities, 52 first-graders were exposed to certain experimental procedures. Two separate classes of 25 students (group A) and 27 students (group B) underwent a pretest. Both classes were then taught through traditional teaching methods. After each lesson, group A was taken outside where the science concept was reinforced through a motor activity, while group B participated in pleasurable activities not related to science. The experiment consisted of eight lessons from the Simple Machines unit conducted over a two-week period. After this period, a posttest was administered, and 6 weeks later an extended interval test was given to test the degree of retention. The pretest scores were found to show no significant differences between groups A and B. The results of posttest show that group A scored significantly higher than group B at the .05 level of confidence. There existed no statistically significant difference between the scores of the extended interval test and the posttest, although raw score data indicated that group A scored higher than group B where p. was less than .056. The posttest scores indicate that the use of motor learning activities should be considered an enrichment or reinforcement aid in teaching first-grade science concepts. (Author)

This report describes phase 1 of a projected 2-phase project designed to investigate the feasibility of developing an interactive videodisc to teach math and science concepts to preschool handicapped children. A videodisc system is proposed that would allow children to manipulate real-world objects in order to acquire concrete knowledge about abstract concepts. The report covers Phase 1 activities, including target audience specification, literature review, interviews with experts in the relevant fields, product review, hardware and software review, the enlisting of industry support, and the design team meeting. A design plan is presented which specifies the target audience, educational principles, content, products, design components, and program operation. Appendices making up the greater part of the document include letters of support, copies of survey instruments, a summary of the design team meeting, the review of the literature, summaries of interviews with experts, and a product review. The literature review of 66 references covers the use of microcomputers in teaching preschool math and science, the use of microcomputers in early childhood special education, the use of videodiscs with children, teaching science and math concepts in the preschool, and adapting preschool math and science for special education. The product review describes 121 math and science software programs available for preschoolers. Includes 13 references. (JDD)

This study focuses on how students make sense of and understand concepts related to the study of a wetland. The analyses of students' talk and drawings recorded during a 2-week wetland unit were divided into two levels. The first level examined students' understandings and explored student traits that contributed to a clear, stable understanding of the wetland environment. Students' ideas seemed to fit patterns, which were categorized and discussed as strongly held ideas, developing ideas, easily altered ideas, and contradictory or confusing ideas. The second level of the analysis examined two of the students' sense-making processes, termed respectively a "scientific" process and a "storytelling" process. How students made sense of information seemed to be related to what they understood about the wetland. By providing a context within which students' actions could be observed and analyzed, the wetland study obtain information about how students' talk and play developed as their experience with concepts increased. Appended are copies of: (1) the consent form; (2) wildlife pictures; (3) metaphor interview; (4) teacher hand-outs; (5) curriculum outline; (6) field notes; and (7) student drawings. (KR)

This study focuses on how students make sense of and understand concepts related to the study of a wetland. The analyses of students' talk and drawings recorded during a 2-week wetland unit were divided into two levels. The first level examined students' understandings and explored student traits that contributed to a clear, stable understanding of the wetland environment. Students' ideas seemed to fit patterns, which were categorized and discussed as strongly held ideas, developing ideas, easily altered ideas, and contradictory or confusing ideas. The second level of the analysis examined two of the students' sense-making processes, termed respectively a "scientific" process and a "storytelling" process. How students made sense of information seemed to be related to what they understood about the wetland. By providing a context within which students' actions could be observed and analyzed, the wetland study obtain information about how students' talk and play developed as their experience with concepts increased. Appended are copies of: (1) the consent form; (2) wildlife pictures; (3) metaphor interview; (4) teacher hand-outs; (5) curriculum outline; (6) field notes; and (7) student drawings. (KR)

To improve social studies in grades K-12, the Syracuse Social Studies Curriculum Center engaged in a 5-year study to identify major concepts in social studies and to develop materials and techniques for teaching these concepts at various grade levels. The results of this research revealed that (1) social studies concepts can be developed for students of varying abilities and levels of maturity and ought to be included in the curriculum, (2) concepts generate sub-concepts which should be included in social studies instruction, (3) social studies concepts overlap into many subject areas and are best taught by an interdisciplinary approach, (4) social studies instructors at the local level should decide for themselves the scope and sequence of concepts to be included within a particular curriculum, and (5) statements by notable scholars on major social studies concepts are valuable resources in preparing pupil materials. (An appendix details the Center's recent activities in using the major concepts to develop curriculum materials for the urban disadvantaged learner.) See also TE 499 909 and TE 499 939. (MP)

The objectives outlined for the seminar included the identification of learning problems encountered in curriculum projects in Asia and the development of solutions for these in the light of past or future research on concept development. The report is divided into six chapters. Chapter one presents a comprehensive review of literature on the present understanding about learning processes in children. The major portion of this chapter is devoted to the theories of learning as expounded by Piaget. A brief review of other viewpoints is also included. Chapter two deals with the question of diagrammatic representation as it related to the understanding of associated concepts. In chapter three, the implications of psychological theories, mainly Piaget's are considered for curriculum development and teacher education programs. Chapter four presents an overview of curriculum development projects in Asian countries and main problems encountered in these countries. The last two chapters present the conclusions and recommendations reached by the seminar participants regarding future programs for research and materials development. A selected bibliography on concept development is provided. (PS)

From Dewey to the Standards, inquiry has been an increasingly prominent theme in multiple science education reform movements, yet the transition from theory and advocacy to practice and policy has been disappointing. While there is a growing body of research which suggests that student understanding is enhanced by inquiry-based teaching, only recently have studies begun to use experimental designs. This study attempts to answer the following questions: (1) To what extent can differences in student learning between the inquiry-based and commonplace groups be attributed to randomized group assignment?; (2) What differences in achievement by treatment group exist specific to the learning goals of knowledge, reasoning, and argumentation?; and (3) Does student race/ethnicity, gender, or socio-economic status account for variation in posttest scores above and beyond variation accounted for by pretest scores and group assignment? The study participants came from 24 schools from seven districts from across a range of urban, suburban, and rural areas; five of the students attended private schools and two were home-schooled. The authors use the Horizon Research Inc. survey and interview data (Weiss et al., 2003 and Hudson, McMahon & Overstreet, 2002) to define "commonplace teaching", and use The Biological Sciences Curriculum Study (BSCS) 5E instructional model, or the "5Es" (Bybee, 1997) to organize the inquiry-based unit. This study found that students in an inquiry-based classroom reached significantly higher levels of achievement than students experiencing commonplace teaching. The superior effectiveness of the inquiry-based instruction was consistent across a range of learning goals (knowledge, scientific reasoning, and argumentation) and types of measures (dichotomous items, open-response items, and clinical interviews). This study therefore contributes to the growing body of evidence demonstrating the effectiveness of inquiry-based teaching; supports the claims about inquiry in national science education reform documents (e.g. AAAS, 1993, 2000; NRC, 1996, 2000); and refutes the claims made by Kirshner, Sweller & Clark (2006) in response to the findings by Klahr and colleagues (Chen & Klahr, 1999; Klahr & Nigam, 2004). (Contains 2 tables and 2 figures.)

The article states that each science has its own category, that is, a system of concepts, and that it differs from philosophical categories and concepts of other sciences by a number of important features.

Federal Judicial Center. Science in the Courtroom Program 1: Core Concepts of Microbiology. This is the first of six programs in the FJC's Science in the Courtroom series. After Justice Stephen Breyer introduces the series, Professor Edward S. Mocarski, Jr., of Stanford University Medical School, provides an overview of key concepts in basic microbiology. He explains the universality of the genetic code (i.e., how genes are made up of molecules of DNA), how DNA's four bases are common to all organisms, and how the arrangement of those bases dictates the differences in organisms. Professor Mocarski describes the scientific understanding of how DNA can be copied or reproduced by an intermediary, RNA, and "expressed" into proteins that carry out the work of life. This is the basic "molecular dogma" used by scientists to understand how to manipulate genes in processes of gene therapy, genetic engineering, and gene cloning.

Federal Judicial Center. Science in the Courtroom Program 1: Core Concepts of Microbiology. This is the first of six programs in the FJC's Science in the Courtroom series. After Justice Stephen Breyer introduces the series, Professor Edward S. Mocarski, Jr., of Stanford University Medical School, provides an overview of key concepts in basic microbiology. He explains the universality of the genetic code (i.e., how genes are made up of molecules of DNA), how DNA's four bases are common to all organisms, and how the arrangement of those bases dictates the differences in organisms. Professor Mocarski describes the scientific understanding of how DNA can be copied or reproduced by an intermediary, RNA, and "expressed" into proteins that carry out the work of life. This is the basic "molecular dogma" used by scientists to understand how to manipulate genes in processes of gene therapy, genetic engineering, and gene cloning.