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In this article, we have addressed the question of determining the general profile of the concrete practices of our participants in relation to the pedagogical use of computers. To achieve such an objective, we worked with a sample composed of 50 teachers of physical sciences from different high schools in the region of TETOUAN. For this purpose, the content of the initial and continuous training of these teachers was analyzed in order to draw a general profile of their actual practices in this context. The results showed that our participants are not sufficiently equipped for the pedagogical use of computers in the classroom. On the contrary, they have more of a didactician profile. The contents of the training received were mainly focused on the didactics of a particular subject, either physics or chemistry. Faced with this situation, it seems to us that proceeding with the continuous training of teachers in the pedagogical use of computers in general, and ICT in particular, would be a good way to compensate for the low computer level of our teachers. This would also make up for the lack of initial training of the latter in the pedagogical use of computers. [ABSTRACT FROM AUTHOR]

The Kruger-Dunning effect was studied as it related to performance in chemistry courses based on student differences in academic background. Student major was chosen as the classification to look at the effect of students with different interests/specializations. Chemistry majors tended to predict lower performance than biology majors, while unexpectedly many non-natural science majors predicted higher examination scores than those majoring in the physical sciences. [ABSTRACT FROM AUTHOR]

Physical Science Day at The University of Texas-Pan American (UTPA), in collaboration with the Edinburg Consolidated Independent School District, has been designed, developed and implemented to address an identified fundamental shortcoming in our educational process within this primarily (90+%) Hispanic serving border region. Physical Science Day overcomes the lack of knowledge about what physics is by raising youth awareness of physics as the foundation of science, engineering and technology disciplines, through activities including hands-on laboratory experiments, career orientation, and higher educational student and graduated student testimonials. Thus, Physical Science Day encourages, attracts, and enables more Hispanic youth towards science, technology and engineering disciplines in higher education. Pre- and post-survey results showed that Physical Science Day is effective at increasing student knowledge about physics, physical science, and chemistry programs, raising awareness of broad career opportunities, as well as for stimulating youth interest towards studying such disciplines at UTPA. [ABSTRACT FROM AUTHOR]

The article discusses strategies for improving success rates in Calculus I for Physical Scientists I courses. Topics covered include the range of enrollment in Calculus I at Colorado State University, the disadvantage of teacher-centered instruction in calculus and the introduction of a two-semester Calculus I course which has problem-based learning and group learning.

The article focuses on the report "Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future" issued by the U.S. National Academies of Sciences, Engineering and Medicine. Topics discussed include an overview of the report which emphasizes on the deteriorating science and technology ecosystem of the country, and the declining higher education in the country.

The article focuses on the physics lessons afforded to an extensive range of students in community colleges in the U.S. Topics discussed include the trend of physic education in community colleges in the country, the student transfer preparation and job training offered to students, and the measurement of student success.

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The purpose of this quasi-experimental study was to explore the impact of asynchronous discussion on the quality and complexity of college students’ arguments. Three different cohorts of students registered in a physical science course in 2009 Fall, 2010 Spring, and 2010 Fall semesters were briefly supported with scaffolding in class and then involved in argumentation about socio-scientific issues as take-home assignments. Each cohort was divided into an asynchronous online communication group and a paper–pencil group. The findings showed that very few students’ arguments from either group were rated low in quality levels of 1 or 2 on a five-scale level. Additional comparisons revealed that the asynchronous online communication group students slightly outperformed their counterparts in terms of mean quality level of arguments (effect sizes ranged from 0.25 to 0.35) and the frequency of rebuttals. The major finding is that after only one hour of scaffolding followed by the opportunity to practice argumentation at home, students’ argumentation skills were slightly better developed through reflective asynchronous online discussions about socio-scientific issues than through paper-pencil practice. [Copyright &y& Elsevier]

Biology majors often take introductory biology, chemistry, and physics courses during their first two years of college. The various and sometimes conflicting discourse about and explanations of matter and energy in these courses may contribute to confusion and alternative conceptions (those that differ from scientific consensus) in biology learners. An important area of biology education research -- students' alternative conceptions -- has produced a lengthy list of alternative conceptions related to students' understanding of matter and energy flow through biological systems through processes such as photosynthesis and cellular respiration. By synthesizing the research literature and conducting interviews of science faculty members, we have identified similarities and differences in matter and energy discourse and teaching in these different science disciplines. This study can help biology instructors recognize and appreciate the ways in which instructors present concepts related to energy and matter in their courses and alter their discourse and teaching practices to promote learning and minimize confusion among their students. INSET: Interview responses regarding students conceptions of matter.... [ABSTRACT FROM AUTHOR]

The physics and chemistry education literature has grappled with an appropriate definition for the concept of heat for the past four decades. Most of the literature promotes the view that heat is ‘energy in transit’ or ‘involves the transfer of energy’ between the system and surroundings because of a difference in temperature. Given that many undergraduate students are not learning the concept of heat in physics and chemistry alone, the goal of this investigation is to explore the conceptions of heat as presented in textbooks from across the science disciplines. An analysis of the definitions of heat from physics, chemistry, the biological sciences and the earth sciences showed a significant variation in the definitions within a discipline and between the disciplines. Specifically, the physics and chemistry textbooks used ‘energy in transit’ or ‘transfer of energy’ definitions (Class I), whereas textbooks from other disciplines typically used definitions which relate heat to ‘molecular kinetic energy’ (Class II) or they used a hybrid of Class I and II definitions. Although a universal definition of heat across disciplines may not be possible (or even desirable), we suggest that discrepancies in definitions be acknowledged and clearly communicated to students. [ABSTRACT FROM PUBLISHER]

One interesting example of a discrete mathematical model used in biology is a food web. The first biology courses in high school and in college present the fundamental nature of a food web, one that is understandable by students at all levels. But food webs as part of a larger system are often not addressed. This paper presents materials that can be used in undergraduate classes in biology (and mathematics) and provides students with the opportunity to explore mathematical models of predator-prey relationships, determine trophic levels, dominant species, stability of the ecosystem, competition graphs, interval graphs, and even confront problems that would appear to have logical answers that are as yet unsolved. [ABSTRACT FROM PUBLISHER]

The aim of this study is to analyse the effects of University Service-Learning on professional learning of Physical Activity and Sport students. The research has been carried out following a qualitative methodology, specifically through case studies. The results obtained show how University Service-Learning has a positive impact on the content knowledge, pedagogical content knowledge and knowledge of educational ends and values of the Physical Activity and Sport. Therefore, it is concluded that the University Service-Learning in Physical Activity and Sport has positive effects on the development of professional teaching competences, especially on a more precise learning of teaching knowledge. • Mutual learning between students and vulnerable group helps their future professional skill. • To offer a service to vulnerable group contributes to consolidate pedagogical knowledge of Physical Activity. • Service-learning sensitizes students about their social environment and their needs. • University service-learning generates notable effects in the professional learning of the students. [ABSTRACT FROM AUTHOR]

An interview with Floyd W. Banks, a professor of physiology and former chair of the Biological Sciences Department at Chicago State University (CSU) in Chicago, Illinois, is presented. Banks talks about the university's first ranking in the state in awarding bachelor's degrees to African Americans in the physical sciences, health professions, and related sciences. He also describes his experience of teaching African science and science education.

The author argues in favor of the development of an introductory course in college physical science that tailored specifically to the needs of future elementary school teachers in the U.S. He also suggests course topics which include motion, forces, energy, light, sound, heat, electricity, magnetism and the solar system. He mentions the few number of elementary school teachers who have never had a postsecondary course in physics or physical science.

The article reports on the increase in the representation of Hispanic Americans in the number of bachelor's degree recipients in engineering and physical sciences in the U.S. Topics covered include the 78 percent increase in Hispanics earning degrees in physical science and 64 percent in engineering during the period from 2002 to 2012 and the specific courses completed by Hispanics during this period.