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  • Articles  (10)
  • science education  (10)
  • Springer  (10)
  • 2010-2014
  • 1990-1994  (10)
  • 1985-1989
  • 1950-1954
  • Natural Sciences in General  (10)
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  • Articles  (10)
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  • Springer  (10)
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  • 1
    Electronic Resource
    Electronic Resource
    Ninth graders' attitudes towards selected uses of technology (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 239-247 
    Details
    ISSN: 1573-1839
    Keywords: Attitudes ; rating scale ; science education ; teacher training ; physical science ; computer probeware
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Technology has become affordable and available for science teachers of all grade levels. This study presents the results of collecting attitudinal data from over 240 ninth grade physical science students prior to the integration of technology into their science curriculum. The data were evaluated utilizing a probabilistic model, which corrects for the nonlinearity of rating scale responses. Results indicate that surveyed students, on average, were supportive of the integration of a wide range of technology into their classroom. Although students were generally positive, they were statistically more supportive of activities that involved the sending of electronic messages to other students when a comparison was made to their attitudes toward the collecting of data with computer probes. The results suggest that physical science teachers may want to initiate the integration of technology into classes by first requiring students to use electronic mail to share data collected without the aid of a computer. This activity could, in turn, be followed by labs that require the collecting of data with computer probes and subsequent sharing of that data with other students through electronic mail.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575899
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  • 2
    Electronic Resource
    Electronic Resource
    Overlooked aspects in the education of science professionals: Mentoring, ethics, and professional responsibility (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 49-55 
    Details
    ISSN: 1573-1839
    Keywords: mentoring ; professional responsibility ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Science as profession is generally defined narrowly as research. Science education as preparation for a profession in research is usually perceived as course work and laboratory training, even though the necessary knowledge and skills to pursue a research career are more extensive and diverse and are learned in one-on-one interaction with mentors. A complete education of science professionals includes the values, ethical standards and conventions of the discipline since they are fundamental to the profession. Mentoring and education in the responsible conduct and reporting of research and in the ethical dimensions of science are among the professional responsibilities of scientists and need to be discussed as part of science education. Moreover, science as an enterprise is much more than research and includes a number of other components, including science teaching, science journalism, and science policy. Each of these contributes to the nature of science and its role in society.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575815
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  • 3
    Electronic Resource
    Electronic Resource
    Thirty years of “improvement” in precollege math and science education (1994)
    Springer
    Journal of science education and technology 3 (1994), S. 77-88 
    Details
    ISSN: 1573-1839
    Keywords: Science ; science education ; National Science Foundation ; science and engineering education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This article examines 30 years of the National Science Foundation's experience in impacting on science and engineering education.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575187
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  • 4
    Electronic Resource
    Electronic Resource
    What makes science hard? A Karplus lecture (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 297-304 
    Details
    ISSN: 1573-1839
    Keywords: science ; science education ; Karplus ; NSTA
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Many able students are deterred from science because of the way science courses are packaged. To find out what makes science hard for otherwise intelligent students, the author employed nonscience faculty and graduate students as surrogate students in science. Their responses to the sequence of units, demonstrations, homework assignments, examinations, and the pace and structure of the courses constitute an internal criticism of science education that cannot be ignored.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694593
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  • 5
    Electronic Resource
    Electronic Resource
    Conceptually enhanced simulations: A computer tool for science teaching (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 373-388 
    Details
    ISSN: 1573-1839
    Keywords: Simulations ; conceptual change ; computers ; science education ; flotation ; density
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper, we consider a way computer simulations can be used to address the problem of teaching for conceptual change and understanding. After identifying three levels of understanding of a natural phenomenon (concrete, conceptual, and metaconceptual) that need to be addressed in school science, and classifying computer model systems and simulations more generally in terms of the design choices facing the programmer, we argue that there are ways to design computer simulations that can make them more powerful than laboratory models. In particular, computer simulations that provide an explicit representation for a set of interrelated concepts allow students to perceive what cannot be directly observed in laboratory experiments: representations for the concepts and ideas used for interpreting the experiment. Further, by embedding the relevant physical laws directly into the program code, these simulations allow for genuine discoveries. We describe how we applied these ideas in developing a computer simulation for a particular set of purposes: to help students grasp the distinction between mass and density and to understand the phenomenon of flotation in terms of these concepts. Finally, we reflect on the kinds of activities such conceptually enhanced simulations allow that may be important in bringing about the desired conceptual change.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694526
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  • 6
    Electronic Resource
    Electronic Resource
    K-12 access to internet: Securing the legal framework (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 497-503 
    Details
    ISSN: 1573-1839
    Keywords: K-12 ; Internet access ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract While many people in government, education, and industry have lauded the potential educational value of Internet access for students in grades K-12, there is as yet no legal or regulatory framework within which this new medium is being offered to students. The Communications Policy Forum, a nonpartisan project of the Electronic Frontier Foundation, recently convened a roundtable to discuss some of the legal issues that arise when K-12 schools provide Internet access to their students. Approximately 15 people, representing carriers who provide connections to the Internet, schools or school systems who are connected to the Internet, and legal experts with expertise in this and related areas, met to discuss questions of legal liability as this new medium enters an educational setting for minors. The following attempts to capture the major issues, suggestions, and directions for further collaborative efforts raised during the course of that discussion. In brief, the group identified statutory language aimed at other types of electronic communication that may offer some guidance; was briefed on a host of state laws that could be used to prosecute providers of certain materials found on the Internet; and concluded that there is no case law that clearly applies to this setting. The discussion revealed an interest in anticipating issues and developing responses before problems arose, and the need for shared approaches to allow carriers to move forward in serving and expanding this field. Members of the group offered to pursue these issues jointly and agreed upon a handful of concrete steps for further exploration and discussion.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694432
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  • 7
    Electronic Resource
    Electronic Resource
    Theory and practice: Science for undergraduates of limited English proficiency (1993)
    Springer
    Journal of science education and technology 2 (1993), S. 435-443 
    Details
    ISSN: 1573-1839
    Keywords: Bilingual higher education ; limited English proficient undergraduates ; science education ; second language acquisition ; college science ; minorities in science ; adjunct model ; tutorial model ; sheltered science
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Between 1980 and 1990, the total number of Asian, Hispanic, American Indian, and foreign undergraduates increased by more than 50% at public and private, four-year and two-year colleges. Many of these students may be of limited English proficiency, suggesting that the traditional science lecture/lab format may need modification to incorporate the theory of second language acquisition as it pertains to the practice of content instruction. Various methods exist to improve science instruction for limited English proficient undergraduates. These included the adjunct and tutorial models, sheltered or bridge science instruction, faculty development, and science instruction in the students' native language. Any plan for science education reform at the collegiate level or for increasing minority participation in science must address the needs of the growing population of undergraduates who speak English as a second language.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00694531
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  • 8
    Electronic Resource
    Electronic Resource
    Computer simulations in the science classroom (1992)
    Springer
    Journal of science education and technology 1 (1992), S. 67-79 
    Details
    ISSN: 1573-1839
    Keywords: Scientific models ; computer simulations ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper we describe software for science instruction that is based upon a constructivist epistemology of learning. From a constructivist perspective, the process of learning is viewed as an active construction of knowledge, rather than a passive reception of information. The computer has the potential to provide an environment in which students can explore their understanding and better construct scientific knowledge. TheExplorer is an interactive environment that integrates animated computer models with analytic capabilities for learning and teaching science. The system include graphs, a spreadsheet, scripting, and interactive tools. During formative evaluation ofExplorer in the classroom, we have focused on learning the function and effectiveness of computer models in teaching science. Models have helped students relate theory to experiment when used in conjunction with hands-on activities and when the simulation addressed students' naive understanding of the phenomena. Two classroom examples illustrate our findings. The first is based on the dynamics of colliding objects. The second describes a class modeling the function of simple electric circuits. The simulations bridge between phenomena and theory by providing an abstract representation on which students may make measurements. Simulations based on scientific theory help to provide a set of interrelated experiences that challenge students' informal understanding of the science.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00700244
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  • 9
    Electronic Resource
    Electronic Resource
    Teacher development in advanced educational technology (1992)
    Springer
    Journal of science education and technology 1 (1992), S. 49-65 
    Details
    ISSN: 1573-1839
    Keywords: Educational technology ; computers ; science education ; staff development ; implementation ; teacher education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Advanced educational technology promises to improve science teaching and learning. To achieve the posited outcomes, however, teachers must have access to, know how to, have the skills to, and want to use the proposed advanced educational technologies in their teaching. In response, for the past eight years with support from the National Science Foundation, BSCS has conductedENLIST Micros — a teacher development to help science teachers improve their use of microcomputers.ENLIST Micros has three phases — Phase one (1984–1986): BSCS designed, tested, and producedENLIST Micros (Ellis and Kuerbis, 1987, 1989) teacher development materials (text, video, and tutorial software) for helping science teachers improve their use of educational technology. Phase two (1986–1989): BSCS designed, developed, tested, and disseminated a staff development model for helping science teachers integrate educational technology into instruction. Phase three (1989–1992): BSCS established Teacher Development Centers to implement theENLIST Micros teacher development materials and staff development model with science teachers throughout the United States.ENLIST Micros has served more than 1500 science teachers in 15 states. Teachers who have participated in the program have improved their knowledge, attitude, and self-efficacy about computer usage and have improved their use of microcomputers in their science courses. Furthermore, as part of the project, BSCS has described the implementation process and has developed recommendations to support improvements in the use of educational technology in science programs.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00700243
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  • 10
    Electronic Resource
    Electronic Resource
    Chaos in the classroom: Exposing gifted elementary school children to chaos and fractals (1992)
    Springer
    Journal of science education and technology 1 (1992), S. 191-209 
    Details
    ISSN: 1573-1839
    Keywords: Fractals ; periodicity ; chaos ; gifted students ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract A unit of study for gifted 4th and 5th graders is described on the subject of mathematical periodicity and chaos and the underlying physical processes which produce these phenomena. A variety of hands-on experiments and the use of various data analysis tools and computer aids provide students with powerful raw material for their analysis, interpretation, and understanding. The concepts of simple periodic motion (e.g., a pendulum), complex superposition of motions (e.g., the vibrations in musical instruments), and chaotic sequences (e.g., stock prices) are covered, with numerous practical examples. Opportunities to involve related activities emphasizing language arts, history, and graphic art are included. The student response to the material is documented.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF00701363
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