62,280 results on '"Physical Sciences"'
Search Results
2. Influence of National Senior Certificate Examinations on Classroom Practice: Experienced Teachers' Pedagogical Choices in Teaching Chemical Equilibrium
- Author
-
Kolobe, Lebala and Hobden, Paul
- Abstract
Learners who pass the South African National Senior Certificate (NSC) physical sciences examination generally show a weak conceptual understanding of chemistry at university. This inconsistency was investigated by examining strategies used in the teaching of chemical equilibrium in schools. A combination of on-site observations, journaling and teacher interviews was used in a survey of 4 teachers in 3 well-resourced schools whose learners regularly achieve good results in the subject. In this article we argue that, whereas the study reported on here revealed a high degree of consistency in basic concept teaching approaches calculated to help learners pass the NSC examination, focus on the examination comes at the expense of in-depth exploration of concepts. We found that Grade 12 chemistry teachers value learners' success in the NSC examination more than their understanding of concepts and ability to use those concepts beyond the examination. Reasons for, as well as consequences of this strategic choice were identified and are discussed.
- Published
- 2022
3. Difficult Physical Science Concepts in Middle Primary
- Author
-
Osborne, Kristy
- Abstract
The aim of this research is to take a fresh look at the physical science concepts that Year 3 students struggle with. In this work, the responses of over 8,000 middle-primary-aged students to a range of physics, space science and chemistry questions were evaluated. The questions covered a number of topics ranging from selecting and using simple measurement tools to changes of state. From the student responses, we were able to address the following questions: 'Which physical science concepts did the students find difficult?' and 'Are the identified concepts the same concepts that students struggled with in the past or have new difficulties emerged?'. From the responses, it was determined that difficult concepts for Year 3 included: bigger objects don't always weigh more than smaller objects; gases have mass and volume; and day and night is caused by the Earth spinning on its axis. We summarise these findings along with recommendations for the Year 3 classroom.
- Published
- 2023
4. Embodied Simulations of Forces of Nature and the Role of Energy in Physical Systems
- Author
-
Fuchs, Hans U., Corni, Federico, and Pahl, Angelika
- Abstract
We experience (perceive, act upon and react to, and conceptualize) dynamical processes in nature as agentive. Expressed differently, we experience events as resulting from activities and interactions of "Forces of Nature" (such as wind, light, heat, fluids, electricity, substances, and motion) that are conceived of as powerful agents acting and interacting in physical environments. An example would be sunlight creating heat in the Earth's surface layers, and this heat using the atmosphere as a heat engine whose output are the winds on our planet. In the physics of dynamical systems, these forces are characterized in terms of intensive and extensive quantities (i.e., electric potential and electric charge in the case of electricity). The aspect of power is formalized with the help of a generalized energy principle and the rules relating power/energy to intensive and extensive physical quantities. Concrete processes depend upon properties of physical materials (in and through which forces are active) such as (thermal, electrical, etc.) capacity or conductivity. In this paper, we demonstrate how we can create "Embodied Simulations" and "Forces-of-Nature Theater" performances, where children act as forces such as water, heat, electricity, and motion. The embodied logic of the physical play teaches children about the logic of our explanations of physical processes.
- Published
- 2021
5. Teachers' and Learners' Perceptions of Stoichiometry Using POGIL: A Case Study in South Africa
- Author
-
Mamombe, Charles, Mathabathe, Kgadi C., and Gaigher, Estelle
- Abstract
This study explored the perceptions of teachers and learners regarding the use of Process Oriented Guided Learning Inquiry Learning (POGIL) to teach stoichiometry. A qualitative case study was carried out at two conveniently and purposively sampled township schools in Pretoria, South Africa. For this purpose, two Grade 11 physical sciences classes were identified where 48 learners and their respective teachers, who had previously been trained to teach using POGIL, gave consent to participate in the study. Data were collected using lesson observations, focus group interviews for learners and interviews for teachers. All data were transcribed and analysed with the aid of ATLAS.ti software for qualitative data analysis. The findings from the observations indicate that the learners were excited, motivated, and actively engaged in their work. They assisted one another by attempting to answer questions supported with justification. The findings from the focus group interviews indicate that the learners were excited to learn using POGIL and wished to use the method in other subjects, including mathematics. The learners had noticed improvements in their grades and understanding of abstract topics. The findings from the teacher interviews indicated that they appreciated POGIL because they found it useful in reducing misconceptions, increasing learner participation, increasing understanding and achievement, and that their learners were more engaged. The results indicate that POGIL increased learners' interest, participation and active learning, while seemingly also improving the learners' understanding of and achievement in abstract topics like stoichiometry. POGIL may be useful in increasing active learning and participation of learners which may lead to increased understanding and achievement.
- Published
- 2021
6. A Pilot Study on the Effects of Increased Lab Experiments and Hands-On Activities on Summative Assessments
- Author
-
Michelle B. Tindall
- Abstract
This study investigates the challenge faced by eighth-grade students at Southern State Middle School in grasping abstract concepts within the domains of physical science, physics, and chemistry. This difficulty is manifested in their poor performance on summative assessments. A comprehensive analysis of state-provided data, in conjunction with school assessment scores and insights from educators, reveals a striking learning gap specifically in areas related to atoms, molecules, laws of motion, and energy. Consequently, students consistently attain lower scores in eighth-grade physical science in comparison to their achievements in English, social studies, and mathematics. This research is not confined to the immediate school context but carries implications that resonate more broadly, potentially extending benefits to both students and educators at the county and state levels. It underscores the pressing necessity for targeted interventions aimed at enhancing students' comprehension of these intricate and abstract scientific concepts. The implications of this study are manifold. Firstly, it uncovers a systemic issue in science education that is not confined to Southern State Middle School but could likely be mirrored in other educational institutions. This finding is of vital significance as it prompts educators, policymakers, and stakeholders to consider more effective strategies for teaching and learning in the physical sciences. Furthermore, it underscores the importance of devising customized educational support systems that cater to students' distinct learning needs in this specific domain. The results of this research also suggest that there may be a broader issue concerning the curriculum or pedagogical approaches in eighth-grade physical science. This study serves as a clarion call for curriculum designers and educators to explore innovative methods and curricular adjustments that make these abstract concepts more accessible and engaging for students. Therefore, the study reveals a notable challenge in eighth-grade physical science education at Southern State Middle School. It prompts a broader conversation about science education strategies and curricular adjustments, urging targeted interventions to bridge the learning gap and improve students' comprehension of abstract scientific concepts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
7. Wildfire!
- Author
-
Giamellaro, Michael, Wilson, Elinor, and Dixon, Heidi
- Abstract
Wildland fires have become a regular aspect of life for people living in the western United States. Wildfire smoke is now impacting air quality across the United States. Unprecedented wildfires have swept through Australia, Russia, and Portugal in the last few years. Like other natural disasters, wildland fires can have a devastating impact on communities that are directly in their paths. However, they also cast a much bigger footprint due to the smoke they release on a global scale. These smoke events can lead to health warnings, noticeable irritation to the lungs, and cancelled outdoor events. They have quickly become part of the life experience of many students around the world. Their connections to global climate change and environmental policy, juxtaposition as positive forces in ecosystem succession, and relationship to a wide variety of both simple and complex natural phenomena leave science teachers with an opportunity to frame myriad lessons within the context of wildfire. This article presents a series of such lessons, adaptable to various levels of physical or integrated science. This series of lessons was taught in 9th- and 10th-grade physical science classes with students who are regularly affected by intense wildfire smoke. The learning sequence would also be appropriate for general chemistry and physics courses and can be easily adapted to meet the academic level of the students. The lessons were adapted for online instruction in response to the COVID-19 pandemic.
- Published
- 2022
8. Resolving Space-Group-Choice Dilemma in Small-Molecule Crystallography for Chemistry Students Using Case-Based Learning Modules
- Author
-
Dong, Yuyang and Zheng, Shao-Liang
- Abstract
Despite advances in software development, symmetry-related topics are among the most important yet confusing concepts in crystallography training for chemistry students who routinely use small-molecule crystallography in their scientific study. The case-based learning approach is very effective in stimulating students' interests in self-exploring the course material and critically processing information to arrive at the most reasonable result. Learning modules such as applying concepts of the 17 two-dimensional space groups in Escher drawings and critically judging crystallography misconceptions can engage chemistry students and invoke their confidence in handling the crystal structures encountered in their research.
- Published
- 2021
- Full Text
- View/download PDF
9. Growing a Display Crystal of Recycled Potassium Tris(oxalato)ferrate(III) Trihydrate
- Author
-
Junk, Peter C., Bacsa, John, and Thomas, Nicholas C.
- Abstract
Potassium tris(oxalato)ferrate(III) trihydrate is a commonly prepared coordination compound in general or upper-level chemistry laboratories and can be recycled to grow large single crystals that instructors may display when introducing the experiment to classes. Showing the crystal's shape can also be used to briefly introduce students to X-ray crystallography, symmetry, and unit cell dimensions.
- Published
- 2021
- Full Text
- View/download PDF
10. Setting Empirically Informed Content Knowledge Policy Benchmarks for Physical Science Teaching
- Author
-
Lewis, Elizabeth B., Rivero, Ana M., Lucas, Lyrica L., Musson, Aaron A., and Helding, Brandon A.
- Abstract
In the United States, research on beginning science teachers provides little guidance regarding empirical minimum levels of discipline-specific science coursework for sufficient subject matter knowledge to teach science. Accordingly, in this study we analyzed secondary physical science teachers' science coursework for subject matter knowledge (SMK) and resulting misconceptions of chemistry and physics concepts. Findings were compared with state-level science teacher certification policies. Participants had either: (a) completed a master's level teacher preparation program with an undergraduate degree in science, (b) completed an undergraduate teacher preparation program with a minor degree or more in science, or (c) were undergraduate students enrolled in science courses required for chemistry and physics teacher certification. We analyzed participants' transcripts for discipline-specific science coursework credit hours and GPAs and identified possible predictors of SMK predictors of the likelihood of passing chemistry and physics misconceptions tests. We categorized teachers' level of SMK and used multiple variable and logistic regressions (n = 212 participants; n = 109 chemistry and n = 103 physics). To identify teacher candidates' possible misconceptions, we analyzed chemistry (n = 97) and physics (n = 91) participants' item responses with the corresponding science credit hours and GPAs. With increasing numbers of credit hours teachers held fewer misconceptions. However, even with medium to high SMK levels, teachers still held misconceptions about chemical bonding, electromagnetism, and Newton's laws until they reached critical credit hour and GPA thresholds. Lastly, we provide recommendations for physical science teachers' programs of study and state-level teaching certification policies, using empirical minimum quantity and quality of chemistry, physics, and mathematics coursework.
- Published
- 2021
- Full Text
- View/download PDF
11. Native American Participation among Bachelors in Physical Sciences and Engineering: Results from 2003-13 Data of the National Center for Education Statistics. Focus On
- Author
-
American Institute of Physics, Statistical Research Center, Merner, Laura, and Tyler, John
- Abstract
Using the National Center of Education Statistics' Integrated Postsecondary Education Data System (IPEDS), this report analyzes data on Native American recipients of bachelor's degrees among 16 physical science and engineering fields. Overall, Native Americans are earning physical science and engineering bachelor's degrees at lower rates than the total population. For every 1,000 degrees earned by Native Americans 41, were earned in engineering and 12 were earned in the physical sciences, compared to 54 and 15 by the total population, respectively. If trends continue at their current rates, underrepresentation in these fields will only increase for Native Americans.
- Published
- 2017
12. Structure Analysis from Powder Diffraction Data: Rietveld Refinement in Excel
- Author
-
Evans, John S. O. and Evans, Ivana Radosavljevic
- Abstract
Powder diffraction is one of the most widely used analytical techniques for characterizing solid state materials. It can be used for phase or polymorph identification, quantitative analysis, cell parameter determination, or even full crystal structure analysis using the powerful Rietveld refinement method. As with much of modern crystallography, the software used for Rietveld refinement is frequently treated as a "black box" that produces often poorly understood outputs. This paper shows how it is possible for students to perform a full Rietveld refinement against experimental powder diffraction data from scratch using a simple spreadsheet like Excel. It starts by reviewing the basic ideas of least-squares fitting a straight line, develops these into fitting simple functions to peaks in simulated experimental data, and then combines these ideas with crystallographic equations to enable Rietveld refinement of the structure of an inorganic material (rutile, TiO2). At each stage, students can self-learn different fundamental aspects and pitfalls of data analysis that are widely reapplicable. The ideas can be taught as an online learning exercise or could be incorporated in a laboratory class where students collect and analyze their own experimental data.
- Published
- 2021
- Full Text
- View/download PDF
13. Effect of Problem-Based Learning on Students' Achievement in Chemistry
- Author
-
Aidoo, Benjamin, Boateng, Sampson Kwadwo, Kissi, Philip Siaw, and Ofori, Isaac
- Abstract
The study investigated the effect of problem-based learning (PBL) on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning materials, teachers' pedagogical skills, etc. Several studies, for instance the Monitoring Learner Achievement (MLA) project conducted by UNESCO and UNICEF have shown no improvement in the performance of South African students in Mathematics and Science. Quasi-experimental design was employed for the study. 101 equivalent students were selected for the study using pre-test. The control group was taught with the traditional lecture method whiles the experimental group received instruction with PBL. Independent t-test was used for the analysis. Results showed that there was significant difference (p < 0.05) in chemistry achievement of students between control and the experimental group while there was no significant differences in the before the study. The results show that PBL is an effective way for to teach chemistry so as to improve students' critical thinking and problem solving skills.
- Published
- 2016
14. Plans vs Reality: Reflections on Chemical Crystallography Online Teaching during COVID-19
- Author
-
Rodic, Marko V. and Rodic, Dušica D.
- Abstract
This communication describes the actions undertaken to translate the chemical crystallography course at the University of Novi Sad, Serbia, from face-to-face to online instruction, as well as the emerging challenges encountered during this unprecedented time. As part of the global efforts to respond to the recent disruptions to teaching, our purpose in this paper was to provide insights about useful methods that can be used in chemical crystallography courses to alleviate the concerns resulting from this shift in modality and to point out to some aspects of teaching that did not work as expected, despite the optimum efforts.
- Published
- 2020
- Full Text
- View/download PDF
15. South African University Students' Attitudes towards Chemistry Learning in a Virtually Simulated Learning Environment
- Author
-
Penn, Mafor and Ramnarain, Umesh
- Abstract
This mixed method study investigated changes in 3rd year Bachelor of Education students' attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students' attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by a qualitative phase which examined students' experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students' attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.
- Published
- 2019
- Full Text
- View/download PDF
16. Discovering the Worlds of Life Sciences, Objects and Material in Nursery Schools: Teaching Practices and Training Proposals
- Author
-
Charles, Frédéric
- Abstract
In French nursery schools ("l'école maternelle française"), primary school teachers take charge of the content organised into teaching areas of activities. The prescribed teaching activity "Discovering the world of life sciences, objects and material" refers to biology, physical sciences, chemistry and technology. The children's learning path concerning these worlds represents the early stages of the curriculum. Many research studied these children's learning (e.g. Bisault, 2005; Fleer, 1996; Ravanis & al., 2013). This paper focuses on teachers and aims at describing and analysing the implementation of the practices of this early childhood education. In a curriculum perspective (Dillon, 2009; Martinand, 2003; Ross, 2000), an inquiry about the practices reported both in teachers' logs and questionnaires, reveals the contents, activities and issues associated with these educational experiences. The results show biology is privileged and preferred to technology by the teachers. The research indicates an interrelated scientific and technological curriculum and a science and technology mostly found, in what I called, "compositional schemes". The discovery of this world, through these compositional schemes, takes various positions according to the priorities assigned by the teachers. The research at last allows me to discuss the professional training of preschool teachers in order to improve the teaching practices in science and technology.
- Published
- 2014
17. Using Transition-Metal Complexes as Catalysts for Radical Addition Reactions: A Laboratory Experiment Demonstrating the Important Role of Catalysts in an Organic Transformation Reaction
- Author
-
Burke, Journi E., Khoury, Emily A., Koskay, Grant J., LeWarne, Christopher J., Reeson, Emily A., Sandquist, Katherine L., Oshin, Kayode D., and Zeller, Matthias
- Abstract
This laboratory experiment demonstrates the important utility of transition-metal complexes as catalysts in the addition reaction of carbon tetrabromide (CBr ) to select alkenes. This application offers students the opportunity to understand why transition-metal complexes are worth synthesizing. The experiment builds on fundamental theories presented during first-year general chemistry courses and integrates concepts taught in organic chemistry, inorganic chemistry, organometallics, and instrumental analysis. It incorporates some advanced laboratory practices for students to assimilate with, such as literature searches and interpretation; organometallic compound analysis; catalysis experiment design; reaction mechanisms; NMR spectroscopy with comprehensive spectra interpretation; and X-ray crystallography.
- Published
- 2019
- Full Text
- View/download PDF
18. Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning
- Author
-
Krist, Christina, Schwarz, Christina V., and Reiser, Brian J.
- Abstract
Mechanistic reasoning, or reasoning systematically through underlying factors and relationships that give rise to phenomena, is a powerful thinking strategy that allows one to explain and make predictions about phenomena. This article synthesizes and builds on existing frameworks to identify essential characteristics of students' mechanistic reasoning across scientific content areas. We argue that these characteristics can be represented as "epistemic heuristics," or ideas about how to direct one's intellectual work, that implicitly guide mechanistic reasoning. We use this framework to characterize middle school students' written explanatory accounts of two phenomena in different science content areas using these heuristics. We demonstrate evidence of heuristics in students' accounts and show that the use of the heuristics was related to but distinct from science content knowledge. We describe how the heuristics allowed us to characterize and compare the mechanistic sophistication of account construction across science content areas. This framework captures elements of a crosscutting practical epistemology that may support students in directing the construction of mechanistic accounts across content areas over time, and it allows us to characterize that progress.
- Published
- 2019
- Full Text
- View/download PDF
19. Pedagogical Engineering to the Teaching of the Practical Experiments of Chemistry: Development of an Application of Three-Dimensional Digital Modelling of Crystalline Structures
- Author
-
Daaif, Jabran, Zerraf, Soufiane, Tridane, Malika, Benmokhtar, Said, and Belaaouad, Said
- Abstract
Technological innovation in science provides complementary tools for exploring new teaching strategies within a pedagogical framework that promotes interaction between the teacher and the learner. This work is based on the implementation of a computer application modeling crystallographic material structures, in order to identify and study the different crystalline structures and their characteristics, based on the techniques of three-dimensional modeling covering the OpenGL library and the Euler rotation matrices, and developed by the C # programming language. The analysis and design of this study ranging from the study of the existing, the identification of the problematic, modeling and development, and finally the validation tests. Our research is aimed at second-year chemistry students at Ben M'sik Faculty of Science, Hassan II University of Casablanca, Morocco. We wish to conduct a comparative study between classical methods and after numerical simulation, in order to identify didactic factors influencing the cognitive engagement of learners. The results were good, 89.20% of students in the first group who worked on manipulations using the simulation application scored above 15/20, and 90.22% scored above 15.20./20 for the second group after completion of the manipulations according to the two modalities (traditional and computer). Teachers mentioned that the results have been favorable and support the recommended educational objectives for effective integration of this computer system, which seems to be effective for students who have tried to interact with the practical work to understand the phenomenon of crystallography by a virtual simulation on computer.
- Published
- 2019
- Full Text
- View/download PDF
20. The Validity and Reliability of an Instrument to Measure Physical Science Teachers' Topic Specific Pedagogical Content Knowledge in Stoichiometry
- Author
-
Malcolm, Stephen Andrew, Mavhunga, Elizabeth, and Rollnick, Marissa
- Abstract
Stoichiometry, which deals with the quantitative aspects of Chemistry, is a topic students find challenging and which teachers struggle to teach. South African students' performance in stoichiometry in the final matriculation examinations has led to calls for the topic to be taught better and highlighted the need for teacher professional development. This served as the rationale for this study to design an instrument to measure the quality of experienced Physical Science teachers' topic-specific pedagogical content knowledge (TSPCK) using a mixed-methods approach. Responses by five teachers to open questions on each of five components of TSPCK were used to generate scenario-based items for the instrument. The validity of the instrument was determined through Rasch analysis of responses of a sample of 31 teachers. Both the validity and reliability of the instrument to measure the quality of TSPCK in stoichiometry were found to be acceptable based on the fit statistics and reliability measures generated from the Rasch analysis.
- Published
- 2019
- Full Text
- View/download PDF
21. Final Evaluation of the Next Generation Science Standards
- Author
-
Thomas B. Fordham Institute and Gross, Paul
- Abstract
The Thomas B. Fordham Institute monitored the evolution of the Next Generation Science Standards (NGSS) through two public drafts, on both of which reviewers provided extensive feedback and recommendations for improvement. This third Fordham Review of the (NGSS) is the product of a nine member team that includes practicing scientists and mathematicians, a distinguished engineer, and an historian/philosopher of science. All are experienced teachers of science and/or mathematics. The final NGSS standards incorporate a number of changes from earlier drafts. Reviewers identify and discuss them, recognizing changes that they find laudable (such as the new, introductory, grade-level "storylines") as well as those they find disquieting (primarily a further reduction of substantive science content). Then, using substantially the same criteria and scoring metrics as were applied earlier to reviews of state science standards, they grade the NGSS. The purpose here--and in state-specific comparisons that will follow--is to provide for state-level officials and science educators useful information as they consider adopting the NGSS and/or otherwise strengthening the science standards that are in poor repair in so many places. [This review was written with Douglas Buttrey, Ursula Goodenough, Noretta Koertge, Lawrence Lerner, Martha Schwartz, and Richard Schwartz. Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee. For "Commentary & Feedback on Draft 1 of the Next Generation Science Standards", see ED598747. For Draft II, see ED598748. For a related report, see ED524696. The General Electric Foundation provided additional support for this review.]
- Published
- 2013
22. Commentary & Feedback on Draft II of the Next Generation Science Standards
- Author
-
Thomas B. Fordham Institute and Gross, Paul R.
- Abstract
No one is satisfied with science education in the U.S. today. One need only look at Trends in International Mathematics and Science Study (TIMSS), Programme for International Student Assessment (PISA), and National Assessment of Educational Progress (NAEP) data to see what a mediocre job is being done of imparting a solid science education to the average American student. There are multiple reasons for this failure, not least the poor preparation of too many teachers whose job it is to teach this critical subject. One key explanation is the poor quality of academic expectations and standards themselves. In science--perhaps even more than other subjects--states must honor their responsibility to set forth, explicitly and rigorously, the skills and content that schools are expected to impart and students are expected to learn at every grade level. Such standards need to be clear, meaty, challenging, well prioritized, and--perhaps most importantly--teachable. These are, the expectations that should be used by practitioners to inform curriculum, textbook, and teacher preparation, that become the basis for state and local assessments, and that inform--or should inform--classroom-level planning and instruction. Done right, state K-12 science expectations set a firm foundation upon which the rest of science education across the state will be constructed. Particularly for teachers who may lack the content-specific expertise themselves, state standards will direct their planning, inform their instruction, and set a clear bar for student content mastery at each grade level. Because getting this right is vital, the Thomas B. Fordham Institute has been reviewing state science standards since 1998. In the most recent review, published just a year ago, expert reviewers determined that the clarity, content, and rigor of most state K-12 science standards was mediocre to awful. They assigned grades of C or worse to three quarters of the states. While the first draft of the the Next Generation Science Standards (NGSS) that was reviewed by Fordham experts found that much was promising. The commentary by the reviewers of the first draft determined that "the NGSS authors have much to do to ensure that the final draft is a true leap forward in science education." This second review and commentary report asks the following question: To what extent has NGSS draft 2.0 rectified the shortcomings scrutinized by the first review, and are we significantly closer to a set of K-12 science standards that even states with strong standards of their own would do well to adopt? The conclusion of the review of NGSS 2.0 is that if draft 2.0 were to become the final version of NGSS, only states with exceptionally weak science standards of their own would likely benefit from replacing them with these "next-generation" standards. This report urges NGSS drafters and overseers to take as much time as necessary to make the final version come out right. Reviewers stated that the present draft is problematic in more ways than it is strong. [This report was written with Douglas Buttrey, Ursula Goodenough, Noretta Koertge, Lawrence S. Lerner, Martha Schwartz, and Richard Schwartz. Math Feedback was provided by William Schmidt and W. Stephen Wilson. Foreword was written by Chester E. Finn, Jr. and Kathleen Porter-Magee. Funding for this review is from the General Electric Foundation. For Draft I of the Next Generation Science Standards, see ED598747. For the related 2011 review, see ED524696.]
- Published
- 2013
23. TIMSS 2015 Assessment Frameworks
- Author
-
International Association for the Evaluation of Educational Achievement, Boston College, TIMSS & PIRLS International Study Center, Mullis, Ina V. S., and Martin, Michael O.
- Abstract
Now entering into its 20th year of data collection, Trends in International Mathematics and Science Study, (TIMSS) is an international assessment of mathematics and science at the fourth and eighth grades. TIMSS 2015 is the most recent in the TIMSS series, which began with the first assessments in 1995 and has continued every four years--1999, 2003, 2007, and 2011. For countries with data back to 1995, TIMSS 2015 will provide the sixth in a series of trend measures collected over 20 years. Approximately 60 countries have TIMSS trend data, and new countries join TIMSS in each cycle. About 70 countries are expected to participate in TIMSS 2015. TIMSS uses the curriculum, broadly defined, as the major organizing concept in considering how educational opportunities are provided to students, and the factors that influence how students use these opportunities. The TIMSS Curriculum Model has three aspects: the intended curriculum, the implemented curriculum, and the attained curriculum (see Exhibit 1). These represent, respectively, the mathematics and science that students are expected to learn as defined in countries' curriculum policies and publications and how the educational system should be organized to facilitate this learning; what is actually taught in classrooms, the characteristics of those teaching it, and how it is taught; and, finally, what it is that students have learned and what they think about learning these subjects. To provide standard information across countries that supplements the chapters, countries complete a curriculum questionnaire about their mathematics and science curricula, school organizational approaches, and instructional practices. TIMSS also asks students, their teachers, and their school principals to complete questionnaires about their school and classroom instructional contexts for learning mathematics and science. Data from these questionnaires provide a dynamic picture of the implementation of educational policies and practices that can raise issues and provide avenues relevant to educational improvement efforts. With the current emphasis on college and career readiness and increasing global competitiveness in STEM fields, in 2015 TIMSS Advanced once again will be joined with TIMSS. This is the first time since 1995 that TIMSS together with TIMSS Advanced will provide countries with a complete profile of mathematics and science learning from elementary through the end of secondary school. Each country that participates in TIMSS Advanced 2015 gains critically valuable information on the following: (1) The numbers of students and the proportion of the overall student population who are participating in advanced mathematics and physics study at the end of secondary school; (2) The achievement of these students based on international benchmarks (advanced, high, and intermediate); and (3) A rich set of contextual data on curricula, teaching and learning strategies, teacher preparation, school resources, and student preparation and attitudes that can be used to guide education reform and policy planning in STEM fields. TIMSS 2015 at the fourth grade has a new, less difficult mathematics assessment called TIMSS Numeracy. TIMSS Numeracy is designed to assess mathematics at the end of the primary school cycle (4th, 5th, or 6th grades) for countries where most children are still developing fundamental mathematics skills. Together with IEA's prePIRLS reading assessment, TIMSS Numeracy is intended to be responsive to the needs of the global education community and efforts to work towards universal learning for all children. Following an introduction by Ina V. S Mullis, Chapter 1 (Liv Sissel Gronmo, Mary Lindquist, Alka Arora, and Ina V. S. Mullis) describes in some detail the major content and cognitive domains in mathematics. Chapter 2 (Lee R. Jones, Gerald Wheeler, and Victoria A. S. Centurino) presents the same information for the science framework. Chapter 3 (Martin Hooper, Ina V. S. Mullis, and Michael O. Martin) contains the TIMSS 2015 Contextual Framework describing the types of learning situations and factors associated with students' achievement in mathematics and science that will be investigated via the questionnaire data. Finally, Chapter 4 (Michael O. Martin, Ina V. S. Mullis, and Pierre Foy) provides an overview of the TIMSS 2015 Assessment Design, including general guidelines for item development. Appendices include: (1) Acknowledgements; (2) Example Mathematics Items for Grade 4 and Grade 8; and (3) Example Science Items for Grade 4 and Grade 8. [The TIMSS & PIRLS International Study Center works closely with the IEA Secretariat in Amsterdam and the IEA Data Processing and Research Center in Hamburg. Also, Statistics Canada is responsible for school and sampling activities and Educational Testing Service in Princeton, New Jersey provides guidance on psychometric methodology. In particular, a great deal of the credit for TIMSS is due the National Research Coordinators designated by the participating countries to be responsible for the complex tasks involved in implementing the studies in their countries.]
- Published
- 2013
24. Commentary & Feedback on Draft I of the Next Generation Science Standards
- Author
-
Thomas B. Fordham Institute and Gross, Paul R.
- Abstract
In May, Achieve unveiled and solicited comments on the first draft of the Next Generation Science Standards, the product of months of work by a team of writers on behalf of twenty-six states. This review by Fordham provides commentary, feedback, and constructive advice. The following four suggestions are offered by Fordham reviewers for those who will be revising this draft: (1) Rewrite every standard to eliminate the "Practices" statements where they are empty, distracting, or not seriously assessable. Use Practices statements only when they have real content, and be clear in the text on how they are to be accomplished by the student "and how such accomplishment is to be assessed"; (2) Bring into the revision process a few "independent", highly qualified scientists, i.e., individuals not previously involved with the drafting process, to check every standard in their special disciplines for errors and ambiguities (including assessment challenges), and to recommend corrections for any that they find; (3) For the indispensable parts of natural science that are mathematical and require the use of mathematics, get one or more consultants who are well-versed in "both the science and its component mathematics", and who also know the CCSS-M, to revise the relevant standards so that they are properly aligned; and (4) Put the next version of the standards themselves (with clarifications and other explanations as needed) into a single, clear, fully searchable document that can be read and used by state and district science specialists and by classroom teachers. Reviewers found the intricately interlocked web pages that were navigated (again and unfortunately, no longer online) are, in their way, beautiful. They noted that they may be appropriate accompaniments to a new standards release. But they do not lend themselves to application in the critical, final stages of curriculum design and classroom instruction at the district and school levels. The science basics in the underlying NRC Framework were sound, as is a good deal of the science evident in this first draft of NGSS. The reviewers concluded that careful revision, with close attention to necessary but missing science, with elimination of content gaps and correction of mostly minor errors, with meticulous alignment to CCSS-M, and with honest expansion of the well-intended but unworkable "omnibus" standards, can yield a quality product, at least as good as the far-too-few outstanding versions that individual states have produced on their own. [This review was written with Lawrence S. Lerner, John Lynch, Martha Schwartz, Richard Schwartz, and W. Stephen Wilson. Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee. For the 2011 review, see ED524696.]
- Published
- 2012
25. The State of State Science Standards, 2012
- Author
-
Thomas B. Fordham Institute, Lerner, Lawrence S., Goodenough, Ursula, Lynch, John, Schwartz, Martha, and Schwartz, Richard
- Abstract
This report examines K-12 science standards for fifty states and the District of Columbia, as well as the science assessment framework of the National Assessment of Educational Progress (NAEP). The reviewers' aim is to evaluate them for their intrinsic clarity, completeness, and scientific correctness. Their earlier evaluations, as well as those evaluations conducted by others, have made it clear that too many state science standards are mediocre to poor. In particular, there are four areas where they most frequently fail to measure up. These are: (1) An Undermining of Evolution; (2) A Propensity to be Vague; (3) Poor Integration of Scientific Inquiry; and (4) Where Did All the Numbers Go? Appended are: (1) Methods, Criteria, and Grading Metric; and (2) Detailed Grades, 2012. (Contains 17 footnotes and 1 table.) [Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee.]
- Published
- 2012
26. Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum
- Author
-
Vick, Matthew
- Abstract
This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised Bloom's taxonomy and the US NSES (National Science Education Standards). The remembering level was associated with the largest number of quiz and exam questions. However, analysis and application were also frequently assessed. Most of the standards were assessed at some point. The teacher selected projects address science inquiry standards but not additional content standards. The projects often required higher levels of thinking. Recommendations for teachers in virtual K-12 (kindergarten through 12th grade) schools are made to select additional content that focuses on key concepts and include more application, analysis, evaluation and creation. (Contains 7 tables.)
- Published
- 2012
27. An Analysis of the Alignment of the Grade 12 Physical Sciences Examination and the Core Curriculum in South Africa
- Author
-
Edwards, Nazeem
- Abstract
I report on an analysis of the alignment between the South African Grade 12 Physical Sciences core curriculum content and the exemplar papers of 2008, and the final examination papers of 2008 and 2009. A two-dimensional table was used for both the curriculum and the examination in order to calculate the Porter alignment index, which indicates the degree of match between the two. Alignment indices of 0.8 and 0.6 for Physics and Chemistry, respectively, were computed and remained constant for Physics, but fluctuated initially for Chemistry before levelling off. Using the revised Bloom's taxonomy, discrepancies were found in terms of cognitive levels as well as content areas in both Physics and Chemistry. The cognitive level Remember is under-represented in the Chemistry and Physics examinations, whereas the cognitive levels Understand and Apply were over-represented in Chemistry. It is argued that the shift to higher cognitive levels is in line with the reported increase in cognitive complexity of the Physical Sciences curriculum. The significance of the study for Physical Science teachers is highlighted, and the potential for further research is also indicated.
- Published
- 2010
28. How Do Approaches to Solving Open-Ended Problems Vary within the Science Disciplines?
- Author
-
Randles, Christopher, Overton, Tina, Galloway, Ross, and Wallace, Marsali
- Abstract
This paper describes the results of a comparative study into the approaches used by science undergraduates when solving open-ended problems. This study adopted a pseudo-grounded theory framework to analyse six case studies, one from each of the science disciplines studied. The study involved 70 participants from 5 institutions solving open-ended problems using a think-aloud protocol. Analysis of the data identified a number of different approaches used by each subject group. Participants in psychology, pharmacy and sports rehabilitation used a greater number of novice-like approaches than participants in chemistry, physics and interdisciplinary science. The approaches used by physical science participants were very similar whereas those from pharmacy, sports rehabilitation and psychology were more varied and relied on students' ability to relate to a familiar context. Evaluation of the relative quality of solutions showed variation with discipline.
- Published
- 2018
- Full Text
- View/download PDF
29. Strategies Used by Grade 12 Physical Sciences Students in Solving Chemical Equilibrium Problems
- Author
-
Mensah, Alfr and Morabe, Olebogeng Nicodimus
- Abstract
Previous research on students' difficulties in learning chemical equilibrium has shown that students hold misconceptions about this topic, and this often results in unintended learning. However, recent developments in human learning from the behavioural sciences perspective indicate that students' difficulties in learning are much more than misconceptions. The purpose of the study was to identify the knowledge and skills that students lack in successfully solving chemical equilibrium problems involving calculation of the equilibrium constant, K[subscript c]. Participants of this study included three students from a high-achieving school and four students from a low-achieving school in the Bohlabela district of Mpumalanga province of South Africa. Data sources included transcripts of students' think-aloud protocols, video recordings of students' problem-solving performance and students' written answers. Results showed that students at the low-achieving school applied personal algorithms exclusively at a superficial level in all phases of the problem-solving process, and committed many errors. Their main difficulty was a lack of conceptual awareness of how a chemical reaction progresses to equilibrium. On the other hand students at the high-achieving school demonstrated conceptual understanding in solving problems in familiar contexts, but lacked the skills for dealing with problems in an unfamiliar context; few errors were observed in their solutions. The results suggest that contextual knowledge is of a higher-order type, and is likely to emerge after students have acquired considerable skills in self-regulation. The implications of the results for teaching of chemical equilibrium are discussed.
- Published
- 2018
- Full Text
- View/download PDF
30. A Study of Common Beliefs and Misconceptions in Physical Science
- Author
-
Stein, Mary, Larrabee, Timothy G., and Barman, Charles R.
- Abstract
The Science Belief Test is an online instrument comprised of 47 statements that require true or false responses and request written explanations to accompany these responses. It targets topics in chemistry, physics, biology, earth science, and astronomy and was initially designed to assess preservice elementary teachers' beliefs about general science content. A set of responses for six of the physical science items targeting force/gravity and physical/chemical change was selected for analysis from 305 respondents. Written explanations were coded into three general categories: (1) correct explanation, (2) incorrect explanation, (3) guess or uninterpretable. The correct response rates for the explanations were compared to the correct response rates that were based on the accompanying true or false answers. The explanations were further analyzed and coded into specific categories that included alternative and naive conceptions. Correct response rates, when analyzed from the true/false or written explanations, were low (less than 60%) for five of the six items. Naive beliefs and/or misconceptions were prevalent for each of these five items, and understanding that students may hold these beliefs prior to instruction may provide teachers with useful information for the purpose of improving instruction. (Contains 2 tables.)
- Published
- 2008
31. Application of a Questionnaire to Describe Teacher-Students Communication Behaviour in a University in Turkey
- Author
-
Kaya, Ercan, Ozay, Esra, and Sezek, Fatih
- Abstract
Teachers contribute enormously to a positive social climate in science classes, particularly through their communication with students. In the study described in this article, a questionnaire [The Teacher Communication Behaviour Questionnaire (TCBQ)] developed by She and Fisher (2000) was used. TCBQ can be used to assess students' perceptions of science teachers' interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was used with a large sample of university students in Turkey. Girl students perceived more of these communication behaviours in their teachers than did the boy students. There were statistically significant differences (p less than 0.0001) on four of the five scales of the TCBQ between teachers' gender. Statistically significant differences were not found among different grade classes. Teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms. (Contains 4 tables.)
- Published
- 2008
32. Exploring Sex Differences in Science Enrolment Intentions: An Application of the General Model of Academic Choice
- Author
-
Barnes, Geoffrey, McInerney, Dennis M., and Marsh, Herbert W.
- Abstract
In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues' General Model of Academic Choice. Students' responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL "mean structures" extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions. (Contains 1 table and 5 figures.)
- Published
- 2005
33. Systems Theory and the Earth Systems Approach in Science Education. ERIC Digest.
- Author
-
ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. and Lee, Hyongyong
- Abstract
The systems approach provides a framework for integrating different scientific disciplines. This approach is used often in Earth Systems Education. This ERIC Digest describes the systems theory and its influence on science education. (Contains 16 references.) (YDS)
- Published
- 2002
34. Theory into Practice--The Translation of Research Findings into the Classroom.
- Author
-
Kennedy, Eileen
- Abstract
This paper discusses a research project that investigated the effectiveness of student surveys administered to eighth grade students on student involvement and learning. The surveys are called "Thinking About" and are presented at the beginning of each chapter in Core Science Textbooks. Two exercises were chosen for the study--chemical or physical reactions, and the language of chemistry. Results suggest that a simple survey can reveal students' ideas and act as a suitable starting point for the initial study of science or further study of a topic. (Contains 15 references.) (YDS)
- Published
- 2001
35. Learners' Mental Models of Metallic Bonding: A Cross-Age Study.
- Author
-
Coll, Richard K. and Treagust, David F.
- Abstract
Mental models of metallic bonding held by learners' from three academic levels, secondary school (year-12), undergraduate and postgraduate, were probed using semi-structured interviews including the use of Interview about Events focus card depicting metallic properties and cards containing depictions of models from curriculum material. Learners hold realist views about the bonding and structure for metallic substances and prefer the sea of electrons model. However, undergraduate and postgraduate learners commonly utilized concepts from other models, such as the molecular orbital theory, to supplement their descriptions of their mental models. In addition, they were more critical of depicted models and held views of the continuous nature of metallic lattices that were more in accord with the scientific view. Few learners were able to describe the bonding in alloys, and although learners across all three academic levels offered reasonable explanations for the conductivity of metals, they were unable to explain malleability. It is recommended that it may be prudent to postpone the teaching of highly abstract mental models until later in an undergraduate degree program, since exposure to complex and abstract models is more appropriate for learners who wish to continue their studies in chemistry. (Contains 41 references.) (Author/ASK)
- Published
- 2000
36. Salary-Trend Study of Faculty in Physical Sciences, General for the Years 1995-96 and 1998-99.
- Author
-
Appalachian State Univ., Boone, NC., College and Univ. Personnel Association, Washington, DC., and Howe, Richard D.
- Abstract
This report, covering 1,677 faculty in the field of physical science, general, is part of an annual national survey of faculty salaries. The survey consists of two parts: one covering public and one covering private four-year colleges and universities. Data for the baseline year 1995-96 and the 1998-99 trend year were collected for full-time teaching faculty in 53 selected academic disciplines from 279 public and 386 private institutions. The first section of the report defines the methodology and terms used; this is followed by a data page listing average physical science faculty salaries for both public and private participating institutions by faculty rank (including a new assistant professor rank), faculty mix percent, and salary factors. A brief summary of the data follows. A concluding section compares salary trend information for public and private institutions for the 2 study years with trend information for all fields and with the Consumer Price Index. It notes that, in 1995-96, average physical science faculty salaries in public institutions were 4.7 percent higher than those for all ranks in all major fields; in private institutions they were 24.0 percent higher than average. In 1998-99, these averages were, respectively, 4.9 percent and 2.6 percent lower than those for all ranks. Appended is a list of the 53 selected academic disciplines, as well as lists of the participating public and private colleges. (CH)
- Published
- 1999
37. Integrating Technology into the Science Classroom.
- Author
-
Wright, Ann F. and Dickinson, Valarie L.
- Abstract
This study focuses on the integration of technology into middle school science classrooms. It concerns building interest among students in science and technology and understanding the impacts of technology in student learning. Three questions are posed: (1) How does using the Internet influence student performance in science? (2) How does using the Internet influence student interest in and understanding of science and technology? and (3) How does using the Internet influence girls' interest in science and technology? One researcher's experience with integrating technology into an eighth-grade physical science class is described. A list of Web addresses for periodic tables on the Internet and the pilot and actual student interest survey questions are included. (Contains 25 references.) (YDS)
- Published
- 1999
38. Teaching the Growth, Ripening, and Agglomeration of Nanostructures in Computer Experiments
- Author
-
Meyburg, Jan Philipp and Diesing, Detlef
- Abstract
This article describes the implementation and application of a metal deposition and surface diffusion Monte Carlo simulation in a physical chemistry lab course. Here the self-diffusion of Ag atoms on a Ag(111) surface is modeled and compared to published experimental results. Both the thin-film homoepitaxial growth during adatom deposition onto a single-crystal surface and the agglomeration of grown nanostructures due to Ostwald ripening during a heating experiment are simulated. In addition, a Monte Carlo classroom experiment is presented that simulates the random walk of a single Ag atom on the Ag(111) plane. These two Monte Carlo simulations allow for the teaching of random walk, surface diffusion, island formation, and agglomeration. The universal Arrhenius law is evaluated for thermally activated processes.
- Published
- 2017
- Full Text
- View/download PDF
39. Decentering: A Characteristic of Effective Student-Student Discourse in Inquiry-Oriented Physical Chemistry Classrooms
- Author
-
Moon, Alena, Stanford, Courtney, Cole, Renee, and Towns, Marcy
- Abstract
Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student discourse can be an ambiguous task. In this work, we introduce decentering as one feature of effective student-student interactions that can be used to evaluate the quality of discourse. Decentering refers to the process of differentiating between one's own perspective and another's. Arguments from two process-oriented guided inquiry learning physical chemistry classes are presented to illustrate this concept. Decentering manifests itself in these arguments through careful consideration of alternative arguments. Practitioners and researchers can use the results of this study to facilitate and analyze student-student discourse.
- Published
- 2017
- Full Text
- View/download PDF
40. Quantum Interference: How to Measure the Wavelength of a Particle
- Author
-
Brom, Joseph M.
- Abstract
The concept of wave-particle duality in quantum theory is difficult to grasp because it attributes particle-like properties to classical waves and wave-like properties to classical particles. There seems to be an inconsistency involved with the notion that particle-like or wave-like attributes depend on how you look at an entity. The concept comes into more clear focus with the precise language of mathematics and with an experiment or demonstration of quantum interference that involves the scattering of photons by a single slit. After describing a photon as a quon, a quantum-sized entity, a precise description of the interference of quantum probability amplitudes allows determination of the photon wavelength by classical measurements of laboratory observations.
- Published
- 2017
- Full Text
- View/download PDF
41. An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry
- Author
-
Aldahmash, Abdulwali H., Mansour, Nasser S., Alshamrani, Saeed M., and Almohi, Sae
- Abstract
This study examines Saudi Arabian middle school science textbooks' coverage of the essential features of scientific inquiry. All activities in the middle school science textbooks and workbooks were analyzed by using the scientific inquiry "essential features" rubric. The results indicated that the essential features are included in about 59% of the analyzed science activities. However, feature 2, "making learner give priority to evidence in responding to questions" and feature 3, "allowing learner to formulate explanations from evidence" appeared more frequently than the other three features (feature 1: engaging learner in scientifically oriented questions, feature 4: helping learner connect explanations to scientific knowledge, and feature 5: helping learner communicate and justify explanations to others), whether in the activities as a whole, or in the activities included in each of the four science domains (physical science, Earth science, life science and chemistry). These features are represented in almost all activities. This means that almost all activities in the middle school science textbooks and the workbooks include features 2 and 3. Meanwhile, the mean level of inclusion of the five essential features of scientific inquiry found in the middle school science textbooks and workbooks as a whole is 2.55. However, results found for features 1, 4, 5 and for in-level inclusion of the inquiry features in each of the science domains indicate that the inclusion of the essential inquiry features is teacher-centred. As a result, neither science textbooks nor workbooks provide students with the opportunity or encouragement to develop their inquiry skills. Consequently, the results suggest important directions for educational administrators and policy-makers in the preparation and use of science educational content.
- Published
- 2016
- Full Text
- View/download PDF
42. Physics and Physical Science Units for Tech Prep.
- Author
-
Bielefeld, Marilyn, Daniels, Sadie, Hall, Yolanda, McClendon, Cecil, and Schlinger, Gary
- Abstract
Promoting ACademic Excellence in Mathematics and Science for Workers of the 21st Century (PACE) was a consortium project made up of Indiana University Northwest, the Gary Community Schools, and the Merrillville Community Schools. The focus of this project was to prepare teachers and curricula for Tech Prep mathematics and science courses for the two school districts. The courses and course units prepared by the project are intended to promote the Core 40 Competencies of the Indiana Department of Education for High School courses. This document contains units for Physics and Physical Science designed to help students with a wide range of backgrounds and abilities learn physics. The Physics course includes the following units: (1) The Mathematics of Physics and Measurement; (2) Newton's Laws of Motion; (3) Electricity and Magnetism; and (4) Heat, Temperature, and Engines. The Physical Science course includes activities that link the traditional English, math, and physical science classes. Units in this course include: (1) Measure of Volume, Mass, Length; (2) Derived Measurements, Scalar Quantities; (3) The Chemical Industry; (4) Workplace Applications of Triangle Math; and (5) Motion and Energy. (JRH)
- Published
- 1997
43. Newton's Apple: 15th Season. Free Educational Materials.
- Author
-
Twin Cities Public Television, St. Paul, MN. and National Science Teachers Association, Arlington, VA.
- Abstract
This guide helps teachers use the 15th season of the television program "Newton's Apple" in the classroom and lists show segments on asthma, car engines, glacier climbing, glass blowing, glaucoma, gliders, gold mine, greenhouse effect, kids on Mars, lightning, "Lost World" dinosaurs, mammoth dig, NASA robots, Novocain (TM), pack behavior, pet food, phases of the moon, proteins, robots, scuba diving, smiles, sunken slave ship, white-water rafting, wilderness training, wind blow, and zoo vet. Each topic features one main activity and several mini-activities related to the scientific concept it covers. Background information and additional resources are also listed. (WRM)
- Published
- 1997
44. Analysis of Physical Science Textbooks for Conceptual Frameworks on Acids, Bases and Neutralization: Implications for Students' Conceptual Understanding.
- Author
-
Erduran, Sibel
- Abstract
Eight physical science textbooks were analyzed for coverage on acids, bases, and neutralization. At the level of the text, clarity and coherence of statements were investigated. The conceptual framework for this topic was represented in a concept map which was used as a coding tool for tracing concepts and links present in textbooks. Cognitive demands placed by the textbooks on the reader were considered. Results indicated that although textbooks are readable, they fail in making explicit connections to important, underlying themes such as chemical change and physical properties. Cognitive demands placed on the reader include concurrent spatial and proportional reasoning. Furthermore, results suggest that conceptual frameworks which the students are exposed to in textbooks might be deficient not only in terms of content but also in terms of how content is weaved into a broader framework. (Contains 11 figures, 3 tables, and 58 references.) (Author)
- Published
- 1996
45. Newton's Apple Teachers Guides. Seasons 9-10-11-12: A Collection of Lessons and Activities.
- Author
-
Twin Cities Public Television, St. Paul, MN.
- Abstract
Newton's Apple is a PBS family science program that explores basic science through high-energy, hands-on demonstrations. This volume is a collection of the teacher's guides from four seasons of Newton's Apple which were originally broadcast from 1991 through 1994. Each of the four seasons in the volume contains 26 lessons and a combination of supplementary materials, including family guides, transparencies, and indexes. Topics covered in Season 900 include Olympic sports, solar-powered cars, steroids, forensic science, cancer causes and treatments, Frisbee physics, sewer science, dinosaurs, domed stadium architecture, photosynthesis, tears, slinky physics, the Soviet space program, the color of the sky, acid rain, biomechanics of high jumping, medical quackery, microwave ovens, telecommunications, solar eclipses, hip replacement, and airbags and collisions. Topics featured in Season 1000 include how television works, satellite technology, Hollywood stunts, household chemistry, election polls and surveys, electric cars, creating monster masks, ozone, oil spills, diet and nutrition, Antarctica, AIDS, glass recycling, cockroaches, broken bones, Omnimax movie technology, archery, the Aurora Borealis, air pressure, traffic control, cryogenics, locks and dams, blood typing, diabetes, and galaxy mapping. Topics discussed in Season 1100 include rock climbing, taste and smell, emergency rescue, black holes, memory, in vitro fertilization, newspaper production, explosions, jumbo jets, meteors, windsurfing, permafrost, spotted owls and old growth forests, carpal tunnel syndrome, archeology, mazes and puzzle-solving, firefighting, dairy farming, North American bison, heart attacks, underwater diving and the bends, compact discs, garbage, infrared light, Mount Rushmore, and virtual reality. Season 1200 explores hang gliding, karate, Arctic survival and nutrition, aircraft carriers, brain science, garlic, dinosaurs in the movies, bread chemistry, movie sound effects, the sun, dinosaur extinction, floods, the Internet, antibiotics, ethnobotany, the Hubble Telescope, a raptor hospital, photography, redwood trees, electricity, printing money, gravity, bridges, and earthquakes. (WRM)
- Published
- 1995
46. Beyond the GED with Physical Science. A Hands-on Science Curriculum.
- Author
-
Mercer County Vocational-Technical School, Mercer, PA., Handerhan, Karen, and Smoker, Janet
- Abstract
This guide is designed to provide adult learners with hands-on activities and demonstrations to develop skills in physical science. The guide consists of four units on the following topics: introduction to chemistry, introduction to atomic structure, chemical formulas and equations, and common chemicals. Each unit contains some or all of the following: behavioral objectives, list of supplies needed for the unit, definitions of vocabulary, concepts covered in the unit, background information needed for the activities, activity sheets, and answer keys. Each activity sheet includes a list of materials needed for the activity, a detailed procedure, question(s) pertaining to the activity, and explanation/discussion of the reaction occurring during the activity. The activities presented in the curriculum may be incorporated into any science program with only slight modifications, and most activities require only common items that are readily available in kitchens and/or grocery stores. Concluding the guide are a pretest/posttest and answer key, and report describing the curriculum development project. Contains 15 references. (MN)
- Published
- 1994
47. Science Unit Plans. PACE '94.
- Author
-
Indiana Univ. Northwest, Gary., Indiana State Commission for Higher Education, Indianapolis., Gary Community School Corp., IN., Merrillville Community School Corp., IN., Schoon, Kenneth J., and Wiles, Clyde A.
- Abstract
This booklet contains mathematics unit plans for Biology, Chemistry, and Physical Science developed by PACE (Promoting Academic Excellence In Mathematics, Science & Technology for Workers of the 21st Century). Each unit plan contains suggested timing, objectives, skills to be acquired, workplace relationships, learning activities with suggested teaching strategies, evaluation techniques, and resources. The unit plans for Biology include the following: micro-organisms, genetics, introduction to natural resources, cells (growth and reproduction), water, plant growth and reproduction, and disease and wellness. The Chemistry unit plans are: organic chemistry, atomic structure of the atom, radioactivity and nuclear chemistry, biochemistry, acids and bases, electrochemistry, equilibrium, gases, preparation of acid-base test paper, acid-base properties of household solutions, acid-base titration activities, analysis of hydrogen peroxide solution, and molar ratios using mass and volume. The unit plans for Physical Science are: Newton's laws of motion; electricity and magnetism; heat, temperature, and engines; and measurement. (MKR)
- Published
- 1994
48. Secondary Education in North Carolina: A Report of Student Participation and Performance in Algebra I, Geometry, Algebra II, ELP, U.S. History, English I, English II, Physical Science, Biology, Chemistry, Physics.
- Author
-
North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research.
- Abstract
This report provides important baseline information for school systems in North Carolina working to improve student performance. It describes participation, student characteristics, and achievement for 11 high school courses assessed by the North Carolina End-of-Course Testing Program in 1991-92. Participation of North Carolina students in Algebra II, Biology, and Chemistry appears to be typical of that of other states, but participation in Algebra I and Physics is somewhat lower than in other states. Participation in advanced mathematics and science courses varies by sex, parental education, ethnic group, and post-high school plans; and is widely variable among school systems. Even though grading standards have become more stringent in the state, achievement by students in Algebra I, Biology, and Chemistry appears to be improving. More North Carolina students are capable of taking advanced courses than are currently enrolled in them. Schools and systems can identify strengths and weaknesses in their instructional programs by examining relative performance on goals measured by the test items assessed in 1991-92 in these subject areas. Test results, including those in a section on outstanding schools, are reported in 67 tables and 31 graphs. Appendix A presents core score distributions on the end-of-course tests, and Appendix B contains the end-of-course test development schedule. (SLD)
- Published
- 1993
49. Changing the Image of Chemistry. Biennial Conference on Chemical Education, Abstracts (12th, Davis, California, August 2-6, 1992).
- Author
-
American Chemical Society, Washington, DC. Div. of Chemical Education. and Russell, Arlene A.
- Abstract
This document contains 395 abstracts of presentations on the theme of changing the image of chemistry, made at a conference on chemical education. Included with the abstracts are the presenters' names and addresses. The conference included the following sessions: Lecture and Learning: Are They Compatible?; ChemSource; Relevant Chemistry for the Non-Science Major; Industry-Education Initiatives; Innovative Outreach Programs; Breaking the Bubble: New Thoughts on Testing and Evaluation; Enhancing the Role of the High School Laboratory; Empowering Student Success; New Courses in Chemistry; Finding and Retaining Future Scientists; Bringing Women into Chemistry; and Writing in the Curriculum. (AA)
- Published
- 1992
50. Revitalizing Undergraduate Science: Why Some Things Work and Most Don't. An Occasional Paper on Neglected Problems in Science Education.
- Author
-
Research Corp., Tucson, AZ. and Tobias, Sheila
- Abstract
This book explains why so few efforts at reforming science education are successful, and why it is that the 300 studies on the subject published over the past decade have done little more than add to a growing body of literature. The book describes programs which are successful in terms of faculty accomplishments, students graduated and entering advanced study or professional workplace, and showing evidence of high morale among both faculty and undergraduates. Common elements in many of these programs are abandonment of an almost exclusive emphasis on problem solving and modification of the lecture format to permit teaching of underlying concepts. Other variations in traditional introductory physics and chemistry courses are aimed at persuading those simply fulfilling graduation requirements to major in science; at bringing minority students into the fold; or at combining physics or various sub-fields of chemistry in different ways to promote better understanding. Harvard's "chem-phys," is provided as an example of such a combination, but also as a case study of how innovation can be stymied by a lack of university-wide change. The author uses methods of ethnography in reporting what makes individual programs interesting, what their faculty are doing, and what program participants are thinking. (PR)
- Published
- 1992
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.