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The purpose of this study was to investigate the meanings assigned by pre-service teachers to the wastepaper basket and waste (crumpled) papers in their drawings of a scientist. The study was carried out with 220 pre-service teachers during the 2015-2016 academic years. A phenomenological research method was used. First, the pre-service teachers were administered the 'Draw-A-Scientist Test' in order to identify their images of a scientist and then they were asked to describe and explain the scientist they drew. And a semi-structured interview was performed with the 34 pre-service teachers who included a wastepaper basket and waste paper in their drawings in order to identify the meanings assigned to the wastepaper and wastepaper basket by these teachers. The data were analysed by using content analysis. The results of the analysis showed that with these figures the pre-service teachers revealed their belief that when scientists conduct research, they follow a confirmatory experimental process in a similar manner to the way school science experiments. Based on these results, it can be suggested in the analysis of the drawings that waste paper and wastepaper baskets can be regarded as indicators of the stereotypical image of scientists and of the scientific method they use.

In recent years, the problem caused by waste disposable paper cups (WDPCs) has became a topic of great concern to scientists, and commercial companies have also begun to take an interest in developing processes for tackling the issue. In this review, the inherent problems and social barriers during the recycling of WDPCs are described. This review presents the major conclusions of previously published works focused on the utilisation of WDPCs for material and energy purposes. The commercial utilisation of WDPCs is also described. Some suggestions for better recycling of WDPCs are given in the final part of this work. [ABSTRACT FROM AUTHOR]

Context.--Whole slide imaging (WSI) represents a paradigm shift in pathology, serving as a necessary first step for a wide array of digital tools to enter the field. Its basic function is to digitize glass slides, but its impact on pathology workflows, reproducibility, dissemination of educational material, expansion of service to underprivileged areas, and intrainstitutional and interinstitutional collaboration exemplifies a significant innovative movement with far-reaching effects. Although the benefits of WSI to pathology practices, academic centers, and research institutions are many, the complexities of implementation remain an obstacle to widespread adoption. In the wake of the first regulatory clearance of WSI for primary diagnosis in the United States, some barriers to adoption have fallen. Nevertheless, implementation of WSI remains a difficult prospect for many institutions, especially those with stakeholders unfamiliar with the technologies necessary to implement a system or who cannot effectively communicate to executive leadership and sponsors the benefits of a technology that may lack clear and immediate reimbursement opportunity. Objectives.--To present an overview of WSI technology--present and future--and to demonstrate several immediate applications of WSI that support pathology practice, medical education, research, and collaboration. Data Sources.--Peer-reviewed literature was reviewed by pathologists, scientists, and technologists who have practical knowledge of and experience with WSI. Conclusions.--Implementation of WSI is a multifaceted and inherently multidisciplinary endeavor requiring contributions from pathologists, technologists, and executive leadership. Improved understanding of the current challenges to implementation, as well as the benefits and successes of the technology, can help prospective users identify the best path for success. doi: 10.5858/arpa.2018-0343-RA, Pathology as a practice vitally relies on the accurate interpretation of microscopic images in order to correctly diagnose patients and guide therapeutic decision making. With the advent of whole slide [...]

This paper focuses on the potential of storytelling as a means of influencing students to become engaged with science and to choose a career in a STEM field. Given the role that leaders can play in motivating and influencing people and considering Nikola Tesla a leader in the fields of electrical engineering and science, the paper identifies Tesla's leadership traits, as these emerge from his life story, that is, actual historical events regarding his life and his scientific/technological work. These leadership traits refer to (a) imaginative thinking and innovation, (b) persistence/perseverance, and (c) vision, and point to the need for empirical studies to document the effectiveness of the Nikola Tesla story to motivate and influence students. The significance of the Nikola Tesla story for science education is also discussed.

In the 19th century, the concept of experimental physiology originated in France with Claude Bernard, evolved in Germany stimulated by the teaching of Carl Ludwig, and later spread to Britain and then to the United States. The goal was to develop a physicochemical understanding of physiological phenomena. The first International Physiological Congress occurred in 1889 in Switzerland with an emphasis on experimental demonstrations. The XIIIth Congress, the first to be held outside of Europe, took place in Boston, MA, in 1929. It was a watershed meeting and indicated that American physiology had come of age. Meticulously organized, it was the largest congress to date, with over 1,200 participants from more than 40 countries. Getting to the congress was a cultural adventure, especially for the 400 scientists and their families from over 20 European countries, who sailed for 10 days on the "S.S. Minnekahda". Many of the great physiologists of the world were in attendance, including 22 scientists who were either or would become Nobel Laureates. There were hundreds of platform presentations and many experimental demonstrations. The meeting was not without controversy as a conflict, still not completely settled, arose over the discovery of ATP. After the meeting, hundreds of participants made a memorable trip to the Marine Biological Laboratory at Woods Hole, MA, which culminated in a "good old fashioned Cape Cod Clambake." Although not as spectacular as the 1929 congress, the physiological congresses have continued with goals similar to those established more than a century ago.

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore this, we conducted a survey of 260 undergraduate students and researchers in Biological Sciences at a research intensive UK university. Responses to Likert scale questions demonstrated increases in confidence and skill with reading the literature between individuals at each career stage, including between postdoctoral researchers and faculty academics. The survey indicated that individuals at different career stages valued different sections of scientific papers, and skill in reading the results section develops slowly over the course of an academic career. Inexperienced readers found the methods and results sections of research papers the most difficult to read, and undervalued the importance of the results section and critical interpretation of data. These data highlight a need for structured support with reading scientific literature at multiple career stages, and for senior academics to be aware that junior colleagues may prioritise their reading differently. We propose a model for the development of literature processing skills, and consider the need for training strategies to help inexperienced readers engage with primary literature, and therefore develop important skills that underpin scientific careers. We also encourage researchers to be mindful of language used when writing papers, and to be more inclusive of diverse audiences when disseminating their work. [ABSTRACT FROM AUTHOR]

Conducting marine mammal research can raise several important ethical issues. For example, the continuation of whaling for commercial purposes despite the international moratorium provides opportunities for scientists to obtain data and tissue samples. In 2021 we analysed 35 peer-reviewed papers reporting research based on collaborations with Icelandic whalers. Results highlighted little consideration or understanding of the legal and ethical issues associated with the deliberate killing of whales amongst those researchers, funding bodies, universities and journals involved. Ethical statements were rarely provided. Those that were written were incomplete. Whilst research using whaling data may seem acceptable to some, it often becomes hard to justify when subject to scrutiny by the media and the public. Thus, there is a particular danger of reputational harm for early career researchers who may become unwittingly involved in such activities. Here we also consider the broader variety of ethical issues raised by non-lethal research (both historical and recent) on marine mammals including tagging and biopsy. We discuss instances where study animals were harmed or even killed and where the public mistook tags for harpoons. Without clear guidelines, reviewers and journal editors are put in an impossible position when considering whether to reject papers on ethical grounds. We propose that for such studies, universities, funders, journals, and permit issuers must require ethical assessments and that journals more effectively implement their existing policies on publishing ethical statements. The professional marine mammal societies need to work together to produce modern ethical guidance. Such guidance should require transparency in the provenance of data and samples while including advice on law, welfare issues, involvement of local scientists, and offshoring. Furthermore, it should require appraisal of and justification for the absolute necessity of invasive procedures. As is already the case in biomedical disciplines, ethical statements should be required in marine mammal science.

The exponential increase in the number of scientific publications raises the question of whether the sciences are expanding into a fractured structure, making cross-field communication difficult. On the other hand, scientists may be motivated to learn extensively across fields to enhance their innovative capacity, and this may offset the negative effects of fragmentation. Through an investigation of the distances within and clustering of cross-sectional citation networks, this study presents evidence that fields of science become more integrated over time. The average citation distance between papers published in the same year decreased from ~5.33 to 3.18 steps between 1950 and 2018. This observation is attributed to the growth of cross-field communication throughout the entire period as well as the growing importance of high-impact papers to bridge networks in the same year. Three empirical findings support this conclusion. First, distances decreased between almost all disciplines throughout the time period. Second, inequality in the number of citations received by papers increased, and, as a consequence, the shortest paths in the network depend more on high-impact papers later in the period. Third, the dispersion of connections between fields increased continually. Moreover, these changes did not entail a lower level of clustering of citations. Both within- and cross-field citations show a similar rate of slowly growing clustering values in all years. The latter findings suggest that domain-spanning scholarly communication is partly enabled by new fields that connect disciplines. [ABSTRACT FROM AUTHOR]

Raman spectroscopy over the last two decades has shown its power and great potential in advancing our knowledge about the use of materials in the human past. Raman applications on paper-based materials are relatively few, however, compared to the countless case studies on other base materials. In this short review, I summarize post-2000 Raman applications on Chinese paper-based materials, in the hope of keeping non-Chinese scientists updated--which subjects have been investigated by Raman spectroscopy and to address what questions, how Raman applications shed light on the manufacture of pre-1949 Chinese paper-based materials, and what interesting topics arise from these Raman applications. I close my review by proposing a few topics worthy of exploration and investigation in future Raman applications. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and mathematics (STEM) education research and physics education research, in particular, are currently struggling with a dearth of research into understanding the experiences and identity development of neurodivergent students. In addition, an even larger gap in research exists looking into nonacademic members who have left the field and still strongly identify with their disciplinary identity. As valued members of our physics community, these colleagues provide a unique perspective as to how identity and participation are nurtured and developed, particularly among rising disabled physicists. To resolve these current issues and aid in future research, we operationalize our new Critical Disability Physics Identity framework and present results from interviews with three neurodivergent post-baccalaureate nonacademic physicists (those who have left physics and retain a strong affinity toward their identity as a physicist). As the first paper in a four-part phenomenological study into the identity development of neurodivergent physicists, we also present an analysis of each interview through a Critical Disability Physics Identity lens and discuss the implications of their Critical Disability Physics Identity development. We find that neurodivergent students experience very little outright discrimination and violence but experience structural ableism in the form of assessment that is not constructed for how neurodivergent physicists perform physics-related tasks. Additionally, we find that neurodivergent physicists seem to ground identity in having a strong interest in physics, something that is only shaken by professors and others in power being neutral toward the discrimination experienced by neurodivergent people. We find that there are very large power imbalances between professors and neurodivergent students and that only when professors and others in power are actively anti-ableist is this power imbalance remedied and neurodivergent students begin to feel that they are physicists.

Direct measurement of the acidity (pH) of ambient aerosol particles/droplets has long been a challenge for atmospheric scientists. A novel and facile method was introduced recently by Craig et al. (2018), where the pH of size-resolved aerosol droplets was directly measured by two types of pH-indicator papers (pH ranges: 0–2.5 and 2.5–4.5) combined with RGB-based colorimetric analyses using a model of G-B (G minus B) vs. pH2. Given the wide pH range of ambient aerosols, we optimize the RGB-based colorimetric analysis on pH papers with a wider detection range (pH ∼ 0 to 6). Here, we propose a new model to establish the linear relationship between RGB values and pH: pHpredict = a⋅Rnormal+b⋅Gnormal+c⋅Bnormal. This model shows a wider applicability and higher accuracy than those in previous studies and is thus recommended in future RGB-based colorimetric analyses on pH papers. Moreover, we identify one type of pH paper (Hydrion® Brilliant pH dip stiks, lot no. 3110, Sigma-Aldrich) that is more applicable for ambient aerosols in terms of its wide pH detection range (0 to 6) and strong anti-interference capacity. Custom-made impactors are used to collect lab-generated aerosols on this type of pH paper. Preliminary tests show that, with a collected particle size range of ∼ 0.4–2.2 µm , the pH paper method can be used to predict aerosol pH with an overall uncertainty ≤ 0.5 units. Based on laboratory tests, a relatively short sampling time (∼ 1 to 4 h) is speculated for pH prediction of ambient aerosols. More importantly, our design of the impactors minimizes potential influences of changed environmental conditions during pH paper photographing processes on the predicted aerosol pH. We further show that the routinely adopted way of using pH color charts to predict aerosol pH may be biased by the mismatch between the standard colors on the color charts and the real colors of investigated samples. Thus, instead of using the producer-provided color charts, we suggest an in situ calibration of pH papers with standard pH buffers. [ABSTRACT FROM AUTHOR]

Direct measurement of the acidity (pH) of ambient aerosol particles/droplets has long been a challenge for atmospheric scientists. A novel and facile method was introduced recently by Craig et al. (2018), where the pH of size-resolved aerosol droplets was directly measured by two types of pH-indicator papers (pH ranges: 0–2.5 and 2.5–4.5) combined with RGB-based colorimetric analyses using a model of G − B (G minus B) versus pH². Given the wide pH range of ambient aerosols, we optimize the RGB-based colorimetric analysis on pH papers with a wider detection range (pH ~ 0 to 6). Here, we propose a new model to establish the linear relationship between RGB values and pH: pHpredict = a × Rnormal + b × Gnormal + c × Bnormal. This model shows a wider applicability and higher accuracy than those in previous studies, and is thus recommended in future RGB-based colorimetric analyses on pH papers. Moreover, we identify one type of pH paper (Hydrion® Brilliant pH dip stiks, Lot Nr. 3110, Sigma-Aldrich) that is more applicable for ambient aerosols in terms of its wide pH detection range (0 to 6) and strong anti-interference capacity. The determined minimum sample mass (~ 180 μg) highlights its potential to predict aerosol pH with a high time resolution (e.g., ≤ 1 hour). We further show that the routinely adopted way of using pH color charts to predict aerosol pH may be biased by the mismatch between the standard colors on the color charts and the real colors of investigated samples. Thus, instead of using the producer-provided color chart, we suggest an in-situ calibration of pH papers with standard pH buffers. [ABSTRACT FROM AUTHOR]

This paper describes a collaborative project involving mathematicians, scientists and educators at an Australian university where an innovative initial teacher education (ITE) degree in mathematics/science was developed. The theoretical frameworks of identity theory and academic brokerage and their use in understanding the challenges associated with the early stages of collaborative projects is described. Data from reflections and interviews of the participants after involvement in the project from one to three years are presented to illustrate these challenges. The paper concludes with a description of the importance of the academic broker in overcoming identity challenges and facilitating cultural change for academics involved in cross-disciplinary collaborations and the time and resource requirements to achieve a successful outcome.

The UK is one of the largest funders of health research in the world, but little is known about how health funding is spent. Our study explores whether major UK public and charitable health research funders support the research of UK-based scientists producing the most highly-cited research. To address this question, we searched for UK-based authors of peer-reviewed papers that were published between January 2006 and February 2018 and received over 1000 citations in Scopus. We explored whether these authors have held a grant from the National Institute for Health Research (NIHR), the Medical Research Council (MRC) and the Wellcome Trust and compared the results with UK-based researchers who serve currently on the boards of these bodies. From the 1,370 papers relevant to medical, biomedical, life and health sciences with more than 1000 citations in the period examined, we identified 223 individuals from a UK institution at the time of publication who were either first/last or single authors. Of those, 164 are still in UK academic institutions, while 59 are not currently in UK academia (have left the country, are retired, or work in other sectors). Of the 164 individuals, only 59 (36%; 95% CI: 29–43%) currently hold an active grant from one of the three funders. Only 79 (48%; 95% CI: 41–56%) have held an active grant from any of the three funders between 2006–2017. Conversely, 457 of the 664 board members of MRC, Wellcome Trust, and NIHR (69%; 95% CI: 65–72%) have held an active grant in the same period by any of these funders. Only 7 out of 655 board members (1.1%) were first, last or single authors of an extremely highly-cited paper. There are many reasons why the majority of the most influential UK authors do not hold a grant from the country’s major public and charitable funding bodies. Nevertheless, the results are worrisome and subscribe to similar patterns shown in the US. We discuss possible implications and suggest ways forward. [ABSTRACT FROM AUTHOR]

Do highly productive researchers have significantly higher probability to produce top cited papers? Or do high productive researchers mainly produce a sea of irrelevant papers—in other words do we find a diminishing marginal result from productivity? The answer on these questions is important, as it may help to answer the question of whether the increased competition and increased use of indicators for research evaluation and accountability focus has perverse effects or not. We use a Swedish author disambiguated dataset consisting of 48.000 researchers and their WoS-publications during the period of 2008–2011 with citations until 2014 to investigate the relation between productivity and production of highly cited papers. As the analysis shows, quantity does make a difference. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effects of science theater plays on secondary school students' attitudes towards the subject of science and their views on scientists. The study was conducted with 38 seventh-grade secondary school students over a six-month period. The "Scale of Attitudes Towards the Subject of Science" and the "Opinion Survey About Scientists" were used to collect the quantitative data, and the Wilcoxon signed-rank test was used for the analysis of the obtained data. For the collection of the qualitative data, the compositions written by the students and the researcher's observation notes were used, and the obtained data were subjected to inductive content analysis. In the study, it was concluded that the science theater plays were highly effective in changing secondary school students' attitudes towards the subject of science. On the other hand, it was determined that the activities had no effect on the students' views of scientists. The results obtained from the qualitative data reveal the advantages of science theater plays for students, as well as their contribution to students' personal development. The findings were discussed in the light of the literature and recommendations were made for further research in line with the results. [This study was presented as an oral presentation at the 8th International Eurasian Educational Research Congress (EJER Congress) held between 7-10 July 2021.]

Previous studies in STEM education's context found that many students failed to connect between the knowledge they learned in class, the skills they acquired and the applications of the knowledge to real-life situation. They also perceived STEM lessons as rigid, drab, fixed, and a limited platform because they could not see STEM as an integrated disciplines and the interconnecting concepts across the disciplines. For students' benefits, this study explores their views on STEM lessons to incorporate their needs in designing integrated STEM instructional practices through Scientist-Teacher-Students Partnership (STSP) initiative. Embracing a qualitative research design, the researchers adopted a purposive sampling strategy to select six (6) secondary school science students as informants. Semistructured interviews were used to explore the informants' insights on STEM lessons. Based on the analysis of the interviews, three (3) themes have emerged, which are (1) Instructional practices in Science Classroom, (2) Issues in STEM learning, and (3) Students' demand in STEM lessons. However, this paper will only discuss the first theme of the study with four (4) categories namely, teacher-driven, content laden, drilling and practice techniques and instructional aids. This needs analysis study concludes that STEM teachers' instructional practices still heavily focus on a teacher-centered approach and preparing students for the examination. Hence, aspects like students' involvement, engagement and meaningful learning which are lacking in practice will be considered by the researchers in designing integrated STEM instructional practices through the STSP initiative.

The article presents several rules for restructuring papers to avoid losing readers. Authors are instructed to focus their papers on a central contribution and to concentrate on the context-content-conclusion (C-C-C) scheme. They are also advised to optimize a paper's logical flow by avoiding zig-zag and using parallelism and to include complete story in the abstract.

In this paper, we report ethnicity trends in student participation and experience in high school science and engineering fair (SEFs). SEF participation showed significant ethnic diversity. For survey students, the approximate distribution was Asian-32%; Black-11%; Hispanic-20%; White-33%; Other-3%. Comparing the SEF level at which students competed from school to district to region to state levels, we observed that black students made up only 4.5% of the students who participated in SEF beyond the school level, whereas students from other ethnic groups were more equally represented at all levels. The lower percentage of Black students resulted from a combination of lower overall participation in SEF and lower percentage of those students who did participate to advance to SEFs beyond the school level. Students who advanced to SEFs beyond the school level frequently received help from scientists, coaching for the interview, and were not required to participate in SEF. Black students received the least help from scientists, were least likely to receive coaching for the interview, and were most likely to be required to participate in SEF. They also were most likely to receive no help from parents, teachers, or scientists. Asian and Hispanic students (63.8% and 56.8%) indicated a greater interest in careers in science and engineering (S&E) compared to Black and White students (43.7% & 50.7%). In addition to career interest, the most important experiences that correlated with students who indicated that SEF increased their interests in S&E were getting help from the internet, books and magazines; getting help fine tuning the report; and overcoming obstacles by doing more background research, making a timeline, and perseverance. Black students did not report a positive effect of any of these strategies but experienced time pressure as more of an obstacle than did other students. Our findings identify a wide range of student experiences associated with positive SEF outcomes that could be enhanced for all students but especially Black students. More involvement of scientists in helping students who participate in SEFs would be particularly valuable.

Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.

Interdisciplinary research collaboration is needed to perform transformative science and accelerate innovation. The Science of Team Science strives to investigate, evaluate, and foster team science, including institutional policies that may promote or hinder collaborative interdisciplinary research and the resources and infrastructure needed to promote team science within and across institutions. Social network analysis (SNA) has emerged as a useful method to measure interdisciplinary science through the evaluation of several types of collaboration networks, including co-authorship networks. Likewise, research administrators are responsible for conducting rigorous evaluation of policies and initiatives. Within this paper, we present a case study using SNA to evaluate interprogrammatic collaboration (evidenced by co-authoring scientific papers) from 2007-2014 among scientists who are members of four formal research programs at an NCI-designated Cancer Center, the Markey Cancer Center (MCC) at the University of Kentucky. We evaluate change in network descriptives over time and implement separable temporal exponential-family random graph models (STERGMs) to estimate the effect of author and network variables on the tendency to form a co-authorship tie. We measure the diversity of the articles published over time (Blau's Index) to understand whether the changes in the co-authorship network are reflected in the diversity of articles published by research members. Over the 8-year period, we found increased inter-programmatic collaboration among research members as evidenced by co-authorship of published scientific papers. Over time, MCC Members collaborated more with others outside of their research program and outside their initial dense co-authorship groups, however tie formation continues to be driven by co-authoring with individuals of the same research program and academic department. Papers increased in diversity over time on all measures with the exception of author gender. This inter-programmatic research was fostered by policy changes in cancer center administration encouraging interdisciplinary research through both informal (e.g., annual retreats, seminar series) and formal (e.g., requiring investigators from more than two research programs on applications for pilot funding) means. Within this cancer center, interdisciplinary co-authorship increased over time as policies encouraging this collaboration were implemented. Yet, there is room for improvement in creating more interdisciplinary and diverse ties between research program members.

Chemistry researchers are frequently evaluated on the perceived significance of their work with the citation count as the most commonly-used metric for gauging this property. Recent studies have called for a broader evaluation of significance that includes more nuanced bibliometrics as well as altmetrics to more completely evaluate scientific research. To better understand the relationship between metrics and peer judgements of significance in chemistry, we have conducted a survey of chemists to investigate their perceptions of previously published research. Focusing on a specific issue of the Journal of the American Chemical Society published in 2003, respondents were asked to select which articles they thought best matched importance and significance given several contexts: highest number of citations, most significant (subjectively defined), most likely to share among chemists, and most likely to share with a broader audience. The answers to the survey can be summed up in several observations. The ability of respondents to predict the citation counts of established research is markedly lower than the ability of those counts to be predicted by the h-index of the corresponding author of each article. This observation is conserved even when only considering responses from chemists whose expertise falls within the subdiscipline that best describes the work performed in an article. Respondents view both cited papers and significant papers differently than papers that should be shared with chemists. We conclude from our results that peer judgements of importance and significance differ from metrics-based measurements, and that chemists should work with bibliometricians to develop metrics that better capture the nuance of opinions on the importance of a given piece of research. [ABSTRACT FROM AUTHOR]

Students in environmental sciences, ecology, or wildlife management are often reluctant to acquire training in basic laboratory techniques. To advocate the importance of this training, we reviewed literature in the fields of biological and environmental science for one frequently used technique--centrifugation--and evaluated whether centrifugation parameters are properly expressed. Centrifugation is used to extract and purify different types of biomolecules for further characterization or quantification. The repeatability of the procedure depends on the proper identification of parameters defining the gravitational force applied to a solution, for example the duration, distance from central axis, and angular velocity. Correctly expressing rotation velocity--the "speed"--is therefore crucial to ensuring repeatability and the possibility of using the same protocols in different laboratories. When scrutinizing the materials and methods sections of publications in ecology, zoology, botany, or general biology journals, we noticed that velocity is expressed in different ways and essential information is often missing. We sampled 2000 articles in different fields of biological sciences that recorded centrifugation as a technique in the materials and methods section. We found centrifugation velocity to be properly expressed in gravitational force "g" in only 47.8% of the papers. The score dropped to 40.4% in journals specialized in ecology. We use this analysis to advocate for a minimum of training in the techniques of biochemistry that are of common use in environmental sciences. Better training would allow higher reproducibility of results in scientific publications.

Informal outreach programs can provide authentic science experiences for elementary school students, who may not have these experiences in formal school settings. Research indicates that students lose interest in science in middle school, so it's important to reach them early. To address this need, we designed a summer camp focused on exposing children in 5th grade to current research projects being conducted by STEM faculty and graduate students at the university to increase their understanding of science practices and interest in STEM. This paper describes the outreach model focused on authentic science research projects and direct exposure to scientists and their work. We investigated the influence of participating in the camp on students' understanding of the nature of science, and their interest in science. Data collection included pre-and post-student surveys, observation data, and artifacts. Students reported gains in understanding of authentic science practices on the surveys (p = 0.0055), while observation data exhibited a progression of learning throughout the week. Additional data were collected to monitor student engagement with the activities to improve future iterations of the camp as a summer program.