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  • Articles  (17)
  • Other Sources
  • science education  (17)
  • Springer  (17)
  • Nature Publishing Group
  • 1995-1999  (17)
  • 1965-1969
  • 1960-1964
  • Technology  (17)
  • 1
    Electronic Resource
    Electronic Resource
    Developing a Student-Scientist Partnership: Boreal Forest Watch (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 31-43 
    Details
    ISSN: 1573-1839
    Keywords: Outreach education ; student-scientist partnership ; teacher enhancement ; experiential learning ; inquiry ; boreal forests ; BOREAS ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract A student-scientist partnership outreach program was funded by the U.S. National Aeronautics and Space Administration's Boreal Ecosystem-Atmosphere Study (BOREAS) to involve students and teachers in scientific investigations pertinent to global change research occurring within the boreal region of Canada. Boreal Forest Watch was planned, designed and piloted by an interdisciplinary group of education and science professionals from the University of New Hampshire, the Prince Albert National Park, and several schools in central Saskatchewan, Canada. A two goal approach was adopted to 1) ensure the educational significance of the program and 2) introduce scientifically valid methods for collection of research data pertinent to global change scientists. Professional educators and school administrators from Saskatchewan were recruited to assist in project planning to ensure that the proposed activities fit within the existing curriculum framework. This process was essential for successful adoption of the program by participating teachers. The process and approach of initiating Boreal Forest Watch are presented in this paper. This program became fully functional in September, 1996 with the training of several participating teachers. Perspectives of the program and its future are provided by members of the design team. Boreal Forest Watch is a unique opportunity for both Canadian students and their teachers to explore their natural environment, learn scientific methods and principles, and contribute data to the global change research community.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022532131864
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  • 2
    Electronic Resource
    Electronic Resource
    Melding Authentic Science, Technology, and Inquiry-Based Teaching: Experiences of the GLOBE Program (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 97-105 
    Details
    ISSN: 1573-1839
    Keywords: Evaluation ; science education ; GLOBE Program
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can students and scientists both derive genuine benefits from such partnerships? (2) What does technology add to efforts to bring authentic science into schools? (3) What is the relationship between student-scientist partnership programs and education reform efforts? Tensions between the goals of science and those of education are discussed and strategies for balancing conflicting requirements described. Both pragmatic and motivational benefits of technology use are cited. Although the evaluation of GLOBE's first year did not find evidence that student-scientist partnerships are sparking a transformation in teaching approaches, such programs provide a supportive context within which teachers seeking to align their practice with education reform principles may do so.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022592317752
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  • 3
    Electronic Resource
    Electronic Resource
    Thinking in Levels: A Dynamic Systems Approach to Making Sense of the World (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 3-19 
    Details
    ISSN: 1573-1839
    Keywords: levels ; complexity ; simulation ; modeling ; science education ; mathematics education ; dynamic systems ; systems thinking
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The concept of emergent "levels" (i.e., levels that arise from interactions of objects at lower levels) is fundamental to scientific theory. In this paper, we argue for an expanded role for this concept of levels in science education. We show confusion of levels (and "slippage" between levels) as the source of many of people's deep misunderstandings about patterns and phenomena in the world. These misunderstandings are evidenced not only in students' difficulties in the formal study of science but also in their misconceptions about experiences in their everyday lives. The StarLogo modeling language is designed as a medium for students to build models of multi-leveled phenomena and through these constructions explore the concept of levels. We describe several case studies of students working in StarLogo. The cases illustrate students' difficulties with the concept of levels, and how they can begin to develop richer understandings.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009421303064
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  • 4
    Electronic Resource
    Electronic Resource
    The impact of scienceware and foundations on students' attitudes towards science and science classes (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 59-67 
    Details
    ISSN: 1573-1839
    Keywords: Attitudes ; science education ; project-based science ; technology
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract In this paper, we describe changes in students' ideas about science classes, attitudes about science, and motivations for studying science, in a classroom designed to support projectbased science learing. Using a survey designed to provide a measure of students' attitudes towards science classes and science, we have compared students enrolled in a traditional high school biology course, with students enrolled in an integrated, project-based science course called Foundations I. Survey responses were analyzed to look at differences between and within two groups of students over the course of one school year. In general, the results of this study suggest that providing students with opportunities to collect and analyze their own data in science classes results in a change in students' ideas about science classrooms. Foundations I students' increased tendency to agree with statements about ‘using information,’ ‘drawing conclusions,’ and ‘thinking about problems,’ implies a change in their understanding of what it means to do science in school. These students, in contrast to students in the traditional Biology course, no longer describe their science experience as one of memorization, textbook reading, and test taking. Instead they see science class as a place in which they can collect data, draw conclusions, and formulate and solve problems.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575471
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  • 5
    Electronic Resource
    Electronic Resource
    In-class examinations in college-level science: New theory, new practice (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 311-320 
    Details
    ISSN: 1573-1839
    Keywords: Testing ; assessment ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Every faculty member knows that exams drive student behavior. Testing and grading are part of every course, but generally of lesser importance to faculty members than course content itself. Recently, instructional methods and pedagogy. But as issues of grade inflation, student attrition, accountability, and authentic assessment grow in importance, we see some interesting innovations in testing methods and some interesting innovations. The authors are publishing a collection of some of these as described in their own words, by faculty themselves. Two questions underlie the study: 1) why is it so difficult to change tests and testing traditions in college-level science and 2) will the enormous efforts underway to reform pedagogy and curriculum in these disciplines have any lasting effect if testing does not have a prominent place on the reform agenda?
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01677127
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  • 6
    Electronic Resource
    Electronic Resource
    Productive Discussion in Science: Gender Equity Through Electronic Discourse (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 23-36 
    Details
    ISSN: 1573-1839
    Keywords: Gender ; collaborative learning ; science education ; computer-mediated communication
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Electronic discussion tools can have several advantages over classroom discussion to support productive learning conversations in science. This paper describes how an electronic collaborative discussion tool called the Multimedia Forum Kiosk (MFK) enabled equitable learning opportunities in scientific discourse: generating explanations, revising ideas of others, and asking questions. Studies compared gender differences in participation between class discussion and MFK discussion, as well as examined three different formats for electronic discussion: anonymous, attributed, and attributed with authority participation. Results indicate that in all discussions, 78% of the students contributed in electronic discussion compared to only 15.3% participation in class discussion. Females participated more than males in electronic discussion, and less than males in classroom discussion. Girls report feeling less stifled when participating in an electronic medium where anonymity is an option. All electronic discussions were characterized by high levels of scientific conceptual content, elaborations, and question-asking. Students generated a repertoire of models for phenomena, asked content-focusing questions, and provided causal explanations using MFK. Implications for future research and design of electronic discussion tools are discussed.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022564817713
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  • 7
    Electronic Resource
    Electronic Resource
    The training of science teachers in the peoples Republic of China (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 161-165 
    Details
    ISSN: 1573-1839
    Keywords: Education ; China ; science education ; physics ; teacher training
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Students from Asian societies have generally done well in the sciences in Western universities. Many factors have been invoked to explain their success. This paper is a study of one possible factor—the training of teachers for schools, specifically as investigated from first-hand observation by the author from Northwest Normal University in Lanzhou, China, and its affiliated primary and secondary schools.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575156
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  • 8
    Electronic Resource
    Electronic Resource
    Evaluating the use of computers in science assessment: Considerations and recommendations (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 57-64 
    Details
    ISSN: 1573-1839
    Keywords: Evaluation ; computers ; assessment ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The use of computers in science assessment is viewed through the eyes of the program evaluator by examining six considerations: (1) purpose of computer use in assessment, (2) value of program evaluation models, (3) possible harmful side effects of assessment, (4) nature of imbedded questions, (5) definition of treatment, and (6) computers and the classroom context. Following a discussion of the considerations, four recommendations are offered in regard to continuing to study the use of computers for assessment (examples provided), utilizing the ideas contained in program evaluation models, capitalizing on several interesting, novel possibilities for evaluation design, and combining qualitative and quantitative techniques (mixed methodologies) into the evaluation procedures.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211582
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  • 9
    Electronic Resource
    Electronic Resource
    The Role of Idealization in Science and Its Implications for Science Education (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 145-150 
    Details
    ISSN: 1573-1839
    Keywords: Idealization ; science education ; epistemological theories
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract The main objective of this article is to study the role of empirical evidence in the interpretation of psychological and epistemological aspects of Piagetian theory. According to Galilean methodology, after having asked the right question, a scientist could experimentally vary one impediment, and observe what happens to the dependent variable, as it approaches the ideal limiting case. Following Galileo's idealization, scientific laws being epistemological constructions do not describe the behavior of actual bodies. It is plausible to suggest that just as Galileo's ideal law can be observed only when all the impediment variables approach zero, similarly individuals in the real world have various `impediments' and it is only when these impediments are gradually removed by experimental manipulation that the real performance of individuals can approximate the competence of Piaget's epistemic subject (ideal knower). Finally, evidence is presented to the effect that by experimentally manipulating the impediment variables (e.g., Pascual-Leone's M-demand and Witkin's perceptual field effect of a task), performance of the real subjects approximates the competence of the ideal epistemic subject, which leads to the construction of a neo-Piagetian epistemological theory.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1018661017176
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  • 10
    Electronic Resource
    Electronic Resource
    Arab Perspective About the Application of Information Technology in Science Education (1998)
    Springer
    Journal of science education and technology 7 (1998), S. 337-348 
    Details
    ISSN: 1573-1839
    Keywords: Information technology ; science education ; international science education ; science and technology ; culture and science and technology ; science, technology, and society
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This paper discusses influences and concerns of the application of information technology (IT) in the Arab World. The paper argues that IT can influence the four elements of curriculum. Goals that are related to higher order thinking and problem solving abilities will gain much significance, while goals that are related to lower order thinking will gain much less significance. Science education goals will have to contain a goal that indicates the importance of preparing scientifically and technologically literate citizens. Content will have to match changes in goals. Rather than enforcing heavy content, more emphasis will be given to IT skills as well as to integrating technology in the science laboratory. Pedagogy will be more student-centered. Students will be held responsible for their own learning. Assessment will be facilitated by technology, where both process and content will be equally important. This paper discusses several concerns that are related to the application of IT in science education in the Arab World. Some of these concerns are: ignorance of incorporating the positive aspects of the Arab culture; Arab World view; language difficulties; high cost of IT hardware and software; and the use of IT to find information rather than make meaning (education). This paper recommends that successful implementation of IT in science education is a major professional challenge to Arab science educators. To meet this challenge effectively in science education, both of its promises and our concerns should be taken into consideration.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1021823326077
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  • 11
    Electronic Resource
    Electronic Resource
    The Effect of a Prior Dissection Simulation on Middle School Students' Dissection Performance and Understanding of the Anatomy and Morphology of the Frog (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 107-121 
    Details
    ISSN: 1573-1839
    Keywords: Computer simulation ; dissection ; anatomy ; morphology ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Science teachers, school administrators, educators, and the scientific community are faced with ethical controversies over animal dissection in classrooms. Simulation has been proposed as a way of dealing with this issue. One intriguing previous finding was that use of an interactive videodisc dissection facilitated performance on a subsequent actual dissection. This study examined the prior use of simulation of frog dissection in improving students' actual dissection performance and learning of frog anatomy and morphology. There were three experimental conditions: simulation before dissection (SBD); dissection before simulation (DBS); or dissection-only (DO). Results of the study indicated that students receiving SBD performed significantly better than students receiving DBS or DO on both actual dissection and knowledge of the anatomy and morphology. Students' attitudes toward the use of animals for dissection did not change significantly from pretest to posttest and did not interact with treatment. The genders did not differ in achievement, but males were more favorable towards dissection and computers than were females.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1018604932197
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  • 12
    Electronic Resource
    Electronic Resource
    Science knowledge and efficacy beliefs among preservice elementary teachers: A follow-up study (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 307-315 
    Details
    ISSN: 1573-1839
    Keywords: Ethnographic methodology ; positive efficacy beliefs ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract Slightly over two years ago aspects of knowledge and efficacy beliefs among preservice elementary teachers regarding science education were examined. Those results indicated a low level of science knowledge and a marked lack of confidence toward teaching science among prospective teachers. In the interim suggestions from that study have resulted in an increase in the number of required science courses that have been implemented in the teacher education program. The current, follow-up, study, found no increase in science content knowledge but did identify positive changes in efficacy beliefs. The results are discussed relative to Locus of Control theory.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211262
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  • 13
    Electronic Resource
    Electronic Resource
    Conceptual change among middle school students studying elementary thermodynamics (1996)
    Springer
    Journal of science education and technology 5 (1996), S. 3-31 
    Details
    ISSN: 1573-1839
    Keywords: Conceptual change ; middle school science ; elementary thermodynamics ; science education ; intuitive conceptions
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract There is great interest in the processes by which learners reorganize and reformulate knowledge. This research adds to the current understanding by exploring two questions. “How does the learner's understanding change during the study of elementary thermodynamics?,” and “What motivates learners to restructure or reorganize their knowledge?” The conceptual changes and factors affecting that change over the course of a semester within an eighth grade physical science class are presented. General student understanding was assessed through open ended pretests, short tests and posttests given to the entire population (N=180). This was combined with a series of five clinical interviews over the course of the 13 week instruction period for each of 33 students selected by stratified random design for gender and class period. Analysis combined interview and written test data for the experimental groups and written test data for the entire population, allowing both within subject and between subject analyses. A detailed process of conceptual change emerges with individual differences illustrating impediments to knowledge integration. Inferences that have broader application in science instruction are made.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF01575468
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  • 14
    Electronic Resource
    Electronic Resource
    Making Way for Technology Education (1997)
    Springer
    Journal of science education and technology 6 (1997), S. 59-70 
    Details
    ISSN: 1573-1839
    Keywords: Technology ; technology education ; science ; science education ; design ; science/technology/society ; vocational education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This paper discusses two major issues confronting any attempts to make technology education an integral part of the school curriculum. The first issue has to do with the lack of agreement—stemming from its diverse origins—regarding the core concepts, instructional strategies, and student outcomes that should comprise technology education. Characterizations of eight different approaches are provided. The second issue concerns the relationship of technology education to the existing school curricula, specifically, the science curriculum and vocational education. The historical connections between science and technology are discussed, and the argument is made that the traditional second-class position of technology in the school curriculum needs to be remedied in favor of making science and technology equal curricular partners. Vocational education, too, needs to be modernized to move from narrow skills training to education for the technological work place.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1022521002691
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  • 15
    Electronic Resource
    Electronic Resource
    Understanding and teaching important scientific thought processes (1995)
    Springer
    Journal of science education and technology 4 (1995), S. 261-282 
    Details
    ISSN: 1573-1839
    Keywords: Cognition ; instructional design ; physics, problem solving ; science education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This article analyzes the cognitive processes and kinds of knowledge needed to work in a scientific domain like physics. In particular, it discusses the processes needed to interpret properly scientific concepts and principles, complementary uses of quantitative and qualitative descriptions, useful hierarchical ways of organizing scientific knowledge, and description and decision processes facilitating effective problem solving. The importance of these processes is illustrated by some experimental evidence and by specific instructional implications. It has been possible to design a physics course where these thought processes are explicitly taught and where students' learning is correspondingly improved. However, there remain practical implementation problems—particularly students' naive conceptions about the nature of science and the very limited amount of individual guidance and feedback that students receive in ordinary classroom situations.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1007/BF02211259
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  • 16
    Electronic Resource
    Electronic Resource
    The Motion Picture in Science Education: “One Hundred Percent Efficiency” (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 211-226 
    Details
    ISSN: 1573-1839
    Keywords: Motion picture ; science education ; scientific literacy ; history of education
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract This study provides a historical overview of the development of the motion picture as a tool within the context of science education. The technology was traced from its beginning as a silent motion picture through its current manifestation in videotapes and videodiscs. The use of the technology as a teaching tool is examined in terms of the concept of scientific literacy and the means by which the motion picture helped to accomplish the goals of scientific literacy.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009408313561
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  • 17
    Electronic Resource
    Electronic Resource
    Evaluation of Interactive Media in Science Education (1999)
    Springer
    Journal of science education and technology 8 (1999), S. 55-65 
    Details
    ISSN: 1573-1839
    Keywords: Interactive media ; science education ; contextual factors ; environmental factors ; evaluation
    Source: Springer Online Journal Archives 1860-2000
    Topics: Natural Sciences in General , Technology
    Notes: Abstract An evaluation of an interactive media-based science education project is reported. One of the unique features of the evaluation is the application of a general program evaluation which stresses the assessment of contextual/environmental factors. The rationale is that without adequate facilitation and support from the context, large scale projects would have limited impact on education reform. The model was applied to a major, National Science Foundation funded, science teacher education project at Vanderbilt University. The findings revealed that a number of factors must come together for project success. They are: an environment conducive to innovation and development; strong administrative interest and commitment to further the cause of the project; faculty interest and commitment to be actively involved in the project and to integrate project ideas into their own practices. In addition, strong technical support is vital for research and developments efforts in technology-based science education projects.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1023/A:1009429504881
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