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This STEM research project asks middle school or high school students to work towards creating ecologically friendly packaging. Packaging that can be composted instead of thrown away and collected in landfills and oceans like plastics. This inquiry uses nanocellulose and focuses on water permeability. The fibers of nanocellulose can be dried to make a rather strong and thin film, but due to the spaces between the fibers the film is too water permeable and therefore makes poor packaging materials on its own. Students will create nanocellulose composite films with other biodegradable materials, in an attempt to fill the inter-fiber microscopic spaces and create a new film that can be easily tested for water permeability. Students set up a straightforward science experiment with films, water, and mason jars. They will collect and graph data to determine if their nanocellulose composite films reduce water permeability compared to plain nanocellulose and how close they are to the present standard, plastic. This research is an amalgam of disciplinary core ideas like properties and states of matter, as well as a combination of science and engineering practices. It ignites students' curiosity, provides an organic path to science fair extensions, while also helping to cultivate future scientists, engineers, and environmental activists. [ABSTRACT FROM AUTHOR]

Teachers are often required to display or explicitly state learning objectives prior to beginning a lesson. In particular, many elementary classrooms are required to post or state "I CAN..." statements related to their standards. Unfortunately, this practice can "give away" what students should be figuring out, decrease students' "need to know" or motivation for learning about the phenomenon, and/or narrow what students notice or connect during the lesson. Here, we provide three strategies that may assist teachers in meeting their schools' requirements while preserving students' sense of wonder and ability to engage in sensemaking: (1) Delay sharing the learning objective until after the lesson and use it to metacognitively check understanding; (2) Frame learning objectives in terms of the crosscutting concept or/or science and engineering practice; and (3) Create a question map to think more deeply about the core ideas embedded in the standard(s). We encourage teachers to consider how to present the learning objective as a vital part of the lesson planning process and recommend that they try these strategies individually or in combination to find what works best for their classroom. [ABSTRACT FROM AUTHOR]

This paper presents two studies concerning developing and validating an Arabic version of a scale that measures motivation toward learning physical science in Moroccan middle school students. The scale is based on the self-determination theory (Deci & Ryan, 1985). It comprises five dimensions: intrinsic motivation, three forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and amotivation. The exploratory factor analysis (study 1) was conducted on a sample of 144 students, and the confirmatory factor analysis (study 2) was performed on another sample of 404 students. The results of the exploratory and confirmatory factor analyses support a five-factor structure. The results also reveal that the scale and five factors have satisfactory internal consistency indices. Moreover, the construct validity is supported by correlations between the five factors that comprise the scale. All the results thus support the psychometric qualities of the physical science learning motivation scale. [ABSTRACT FROM AUTHOR]

This research analyzed the state of metacognition in South African Physical Science classrooms, the extent to which South African Physical Science teachers possess metacognitive awareness, and how effective the teachers are in fostering metacognition. Assessment of the current state of metacognition in a sample of Physical Science classes at two KwaZulu-Natal districts, inferring the observed and analyzed level of metacognition of the participants, was based on the assumption that low levels of metacognitive awareness was the reason for achieved poor results. The major findings of this research found; there is a poor state of metacognitive awareness within the studied Physical Science classrooms. [ABSTRACT FROM AUTHOR]

Whole-group discussions are a key aspect of the NGSS because these activities are where students collectively make sense of natural phenomena. However, curriculum can present all discussions as possessing the same instructional purpose and roles. This can send the wrong message to teachers as to how to engage their students and help develop their science ideas. We present a framework for the three types of discussions—initial ideas, building understandings, and consensus—that occur regularly in NGSS-aligned science classrooms. This framework highlights the different but complementary instructional purposes and roles of these discussions. The Discussion Types Framework can help teachers to better understand, plan for, and teach the different discussion types that are integral to an NGSS-aligned science classroom. When teachers understand the discussion type, they are better prepared to use different facilitation moves that will help them to elicit student thinking, position students' ideas relative to each other, and develop the class's understanding. [ABSTRACT FROM AUTHOR]

Rather than stressful, an assessment should feel like a celebration of learning for students. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students' scientific knowledge, teachers get a better sense of their students' interests and strengths that they bring to each open-ended assignment. Three examples of performance-based assessments are provided, as well as an explanation of the challenges and successes that come with this assessment approach. [ABSTRACT FROM AUTHOR]

Although the NGSS has helped teachers conceptualize teaching science in a more integrated way, effectively scaffolding students' thinking within and across lessons can still be a challenge for any middle school science teacher. To help with this problem, we use a spiral -curriculum where relevant prior concepts are revisited to connect them to new concepts. Revisiting concepts is meant to deepen students' knowledge by scaffolding students' thinking rather than merely repeating previous content. In our classroom, our light unit comes before our unit on space science. In this article, we demonstrate how we scaffold students' learning to help students make connections between lessons about light (MS-PS4-2) and gravity (partially -addressing MS-ESS1-2). We use these experiences to help students understand the phenomenon of gravitational lensing. [ABSTRACT FROM AUTHOR]

A valuable framework for promoting sensemaking includes the convergence of two independent ideas: (1) the focus of modern education on teaching for understanding and transfer and (2) a purposeful sequence of instruction with those ends in mind. The sensemaking framework intends to help educators identify the big ideas we want students to understand at a deep level to transfer their learning to new situations. This conception is perfectly aligned with the NGSS emphasis on teaching science through the conceptual lenses of Core Ideas (DCIs, SEPs, and CCs) rather than fixating on factual information only. This view aligns with NSTA's four critical attributes that include phenomena, science and engineering practices, student ideas, and science ideas. The explore-before-explain instruction sequence helps teachers prioritize students constructing evidence-based claims in the sensemaking framework. What follows is a description of the four key planning considerations for sensemaking and how explore-before-explain teaching plays out in practice for teaching middle school students about thermal energy transfer. [ABSTRACT FROM AUTHOR]

Copyright of Humanities & Educational Sciences Journal is the property of Humanities & Educational Sciences Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reconstructions of Lagrangian drift, for example for objects lost at sea, are often uncertain due to unresolved physical phenomena within the data. Uncertainty is usually overcome by introducing stochasticity into the drift, but this approach requires specific assumptions for modelling uncertainty. We remove this constraint by presenting a purely data-driven framework for modelling probabilistic drift in flexible environments. Using ocean circulation model simulations, we generate probabilistic trajectories of object location by simulating uncertainty in the initial object position. We train an emulator of probabilistic drift over one day given perfectly known velocities and observe good agreement with numerical simulations. Several loss functions are tested. Then, we strain our framework by training models where the input information is imperfect. On these harder scenarios, we observe reasonable predictions although the effects of data drift become noticeable when evaluating the models against unseen flow scenarios. [ABSTRACT FROM AUTHOR]

The ‘Bridging Imaging Users to Imaging Analysis’ survey was conducted in 2022 by the Center for Open Bioimage Analysis (COBA), BioImaging North America (BINA) and the Royal Microscopical Society Data Analysis in Imaging Section (RMS DAIM) to understand the needs of the imaging community. Through multichoice and open‐ended questions, the survey inquired about demographics, image analysis experiences, future needs and suggestions on the role of tool developers and users. Participants of the survey were from diverse roles and domains of the life and physical sciences. To our knowledge, this is the first attempt to survey cross‐community to bridge knowledge gaps between physical and life sciences imaging. Survey results indicate that respondents' overarching needs are documentation, detailed tutorials on the usage of image analysis tools, user‐friendly intuitive software, and better solutions for segmentation, ideally in a format tailored to their specific use cases. The tool creators suggested the users familiarise themselves with the fundamentals of image analysis, provide constant feedback and report the issues faced during image analysis while the users would like more documentation and an emphasis on tool friendliness. Regardless of the computational experience, there is a strong preference for ‘written tutorials’ to acquire knowledge on image analysis. We also observed that the interest in having ‘office hours’ to get an expert opinion on their image analysis methods has increased over the years. The results also showed less‐than‐expected usage of online discussion forums in the imaging community for solving image analysis problems. Surprisingly, we also observed a decreased interest among the survey respondents in deep/machine learning despite the increasing adoption of artificial intelligence in biology. In addition, the community suggests the need for a common repository for the available image analysis tools and their applications. The opinions and suggestions of the community, released here in full, will help the image analysis tool creation and education communities to design and deliver the resources accordingly. [ABSTRACT FROM AUTHOR]

The teaching and learning of science should consider learners' sociocultural backgrounds as this can significantly impact their academic performance and engagement. Namibian rural schools, in particular, face unique challenges in this regard due to the diversity of cultural and linguistic backgrounds of learners. To address this issue, teachers should be trained on how to incorporate culturally relevant and responsive pedagogies in their science teaching. It is against this backdrop that this study critically explored the use of Indigenous Knowledge (IK) in a rural science classroom where learners were allowed to work with traditional materials to explain the scientific concepts regarding iron smelting. The study used an interpretivist paradigm and lenses of Vygotsky's Sociocultural Theory (SCT) and Ogunniyi's Continuity Argumentative Theory (CAT) to analyse data collected through participatory observation and reflections. The interpretive paradigm was appropriate in the study as it allowed for a deep understanding of how learners interact with IK practices and make sense of scientific concepts. The traditional iron smelting (Mudukuto) was mobilised to achieve the integration of IK with Westernised science. Vygotsky's SCT and CAT were used to observe social interactions and analyse argumentation during learning. The study involved 36 Grade 9 Physical Science learners and one resourceful IK holder. The learners were exposed to the indigenous practice of traditional iron smelting and their interaction and participation were observed. The study was limited to only one Grade 9 class of learners, and therefore, the findings cannot be generalised to represent all Physical Science learners in the Kavango West region. The study's data analysis suggests that learners' status of argumentation, as assessed by CAT, shifted from dominant, suppressed and assimilated to emergent and equipollent after the intervention of the indigenous practice. The findings indicate that learners became aware of the relevance of IK practices, and this was evident in their active participation and probing questions connecting these practices to Western science concepts in the classroom. To make science more accessible and relevant to learners, the study suggests that teachers should try to integrate IK practices into the science curriculum. One way to do this is by bringing community members who are the custodians of IK into the science classroom to share their expertise with learners. Alternatively, teachers can bring traditional technology into the classroom and demonstrate how it works, enabling learners to connect it with Western science concepts. Overall, the study provides evidence that the integration of IK into the science curriculum can spark learners' interest in science and make science more meaningful in their lives. [ABSTRACT FROM AUTHOR]

This essay considers how scholarly approaches to the development of molecular biology have too often narrowed the historical aperture to genes, overlooking the ways in which other objects and processes contributed to the molecularization of life. From structural and dynamic studies of biomolecules to cellular membranes and organelles to metabolism and nutrition, new work by historians, philosophers, and STS scholars of the life sciences has revitalized older issues, such as the relationship of life to matter, or of physicochemical inquiries to biology. This scholarship points to a novel molecular vista that opens up a pluralist view of molecularizations in the twentieth century and considers their relevance to current science.

This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre-experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL’s implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students’ exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students’ achievement and engagement in physical science.

The effects of the constructivist learning approach on various aspects of learners' development, such as academic achievement, have been extensively documented. However, there is limited or conflicting knowledge regarding the relationship between academic performance resulting from this approach and learners' self-esteem. Consequently, this study aimed to investigate the correlation between academic achievement, as a result of employing constructivist learning approaches in teaching physical science, and learners' self-esteem.To achieve this goal, a quasi-experimental research design incorporating mixed methodology was employed, involving 376 grade 10 students and 10 physics teachers from five secondary schools in Zambia's Lusaka province. Data collection utilized a combination of a semi-structured interview guide, Rosenberg's Self-Esteem Scale, and standard science achievement tests. The study revealed a strong interdependency between learners' self-esteem and academic achievement. Each of these factors influences the other, with intrinsic motivation and metacognitive knowledge serving as crucial bridges. Furthermore, the dominance of social interactions and personal experience sharing, inherent in the constructivist learning approach, was found to enhance the fundamental variables of academic achievement and self-esteem, namely motivation and metacognitive knowledge. To gain a deeper understanding, further research should be conducted with a particular emphasis on the impact of learners' intrinsic motivation, critical thinking, cognitive growth, and development on their academic achievement and self-esteem. Additionally, it is recommended that school administrations promote the use of constructivist learning approaches among teachers through Continued Professional Development (CPD) programs.

In this paper, we are interested in the study of the use of the Electronics Workbench (EWB) simulator in the study of amplitude modulation and demodulation. We conducted a study with 50 Moroccan students in the second year of the scientific baccalaureate option physical sciences at the high school Abdellah Laroui of the city of Fez. Using the pre-test and post-test methodology with an experimental group (25 students) and a control group (25 students). The results of the two groups are analyzed using the student t-test. The results obtained in the post-test show that the average of the test administered to both groups, control (MG-Con) and experimental (MG-Exp), found a non-significant difference (MG-Exp - MG-Con = 15.36 - 15.08 = 0.28 > 0). In addition, using interviews, we asked students and teachers to give their opinions on questions about the use of the Electronics Workbench (EWB) simulator in learning. The results obtained show that the laboratory experiments cannot replace the simulator (EWB) which can be used as an alternative pedagogical means to help students understand the concepts in electricity. [ABSTRACT FROM AUTHOR]

This study aimed to develop and evaluate e-learning materials with Kotobee Application in Physical Science as an aid for modular distance learning for Grade 11 students in selected junior and senior public high schools of the City Schools Division of Antipolo during the SY 2021-2022. Descriptive research design was used in this study. It utilized a questionnaire-checklist adopted from the Learning Resources Management and Development System of the Department of Education with some modifications to determine the acceptability of the developed learning materials in terms of content quality, instructional quality, and technical quality. Twenty science experts and 60 science teachers from different schools in Antipolo were requested to evaluate and validate the materials with respect to the aforesaid variables. The results revealed that the Science experts and teachers evaluated the developed learning materials as Very Satisfactory in terms of the said aspects. Consequently, it was found out that there was no significant difference on the evaluation of the two groups of respondents. The suggestions of the evaluators for the improvement of the material were: a) include instructional videos; b) enhance the presentations of the pictures to catch the learner’s interest; c) make sure to give a copy of key to corrections for the teacher’s reference; and d) conduct an orientation among the teachers and students for the familiarity of the application; e) target the affective aspect of the learners by including the reflection part which allows them to express their feelings towards answering the activities using the developed e-learning materials. [ABSTRACT FROM AUTHOR]

Despite holding wide-ranging experiences with constant velocity and non-zero acceleration, students wrestling with physical science concepts struggle to demarcate the two distinct characteristics of motion. In fact, this prior experience and loose familiarity with associated terminology often act as an obstacle toward a deep and robust understanding of the distinction between velocity and acceleration foundational to meaningful learning of force and motion. Age-appropriate, decontextualized instruction serves to bypass these barriers as it engages students in analogous experiences divorced from science vocabulary that provide a concrete link for later science instruction. [ABSTRACT FROM AUTHOR]

This study determined the effects of Online Collaborative Learning (OCL) on student achievement and engagement in physical science. A one-group pretest/posttest pre- experimental research design was employed. The participants were Grade 11 students (n=30) in a public stand-alone senior high school in Congressional District 1, Quezon City, Philippines, who were selected using purposive sampling. This study utilized five research instruments: (1) OCL-based lesson plans, (2) Learning Activity Sheets (LAS), (3) Physical Science Achievement Test (PSAT), (4) CIP Engagement Questionnaire, and (5) Student Learning Experience Survey. The collected data were analyzed and interpreted quantitatively and qualitatively. Quantitative data were obtained from the validated 40-item achievement test and the adopted engagement questionnaire, while responses to the Student Learning Experience Survey provided qualitative data. Paired t-test was employed to determine the significant difference in achievement and engagement before and after the OCL's implementation. The results showed a significant difference between the pretest and posttest mean scores of the students in the achievement and engagement in physical science. Likewise, there was a statistically significant difference between the pretest and posttest mean scores for all engagement factors: cooperation, interest, and participation. The result of the survey revealed that students' exposure to the OCL strategy was effective in facilitating significant improvements in their achievement and engagement in physical science. Overall, the findings signified that Online Collaborative Learning (OCL) as a teaching-learning strategy enhanced students' achievement and engagement in physical science. [ABSTRACT FROM AUTHOR]

Using data from Web of Science, this research investigates how physical science researchers funded by the Canadian Institutes of Health Research complied with its open access policy, and compares the citation counts of articles published through gold and green models. It was found that, for articles published between 2008 and 2015, 9% were available through gold open access routes and 13% were available through green routes; most were not openly accessible. Citation rates were comparable for green open access and non-open access articles, but citation rates for gold open access articles were lower. After controlling for publication year, citation rates of gold, green, and non-open access articles were comparable. Among gold open access articles, citation rates were highest for open access journals with article processing charges, but after controlling for publication year, articles published in hybrid journals, followed by those in open access journals with article processing charges, achieved the highest citation rates. Articles published in free open access journals had the lowest citation rates. The results suggest that green open access is the most economical approach to comply with open access policies, and that it provides researchers with at least as much research impact as gold open access. [ABSTRACT FROM AUTHOR]

The integration of physical and social science data can enable novel frameworks, methodologies, and innovative solutions important for addressing complex socio-environmental problems. Unfortunately, many technical, procedural, and institutional challenges hamper effective data integration—detracting from interdisciplinary socio-environmental research and broader public impact. This paper reports on the experiences and challenges of social and physical data integration, as experienced by diverse Early Career Researchers (ECRs), and offers strategies for coping with and addressing these challenges. Through a workshop convened by the National Center for Atmospheric Research (NCAR) Innovator Program, 33 participants from different disciplines, career stages, and institutions across the United States identified four thematic data integration challenges related to complexity and uncertainty, communication, scale, and institutional barriers. They further recommended individual, departmental, and institutional scale responses to cope with and address these integration challenges. These recommendations seek to inform faculty and department support for ECRs, who are often encouraged—and even expected—to engage in integrative, problem-focused, and solutions-oriented research.

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explored the potential impact of teaching outside of one's field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study's findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Abstract Background Recent policies have given momentum to the science, technology, engineering, and mathematics (STEM) education in the USA and throughout the world. This has resulted in rapid growth in engineering and STEM curricula, many of which incorporate global contexts to frame student experiences; however, little research has been done on the effects of this contextualization. Thus, it is critical to explore the impact of these curricula on student learning and the development of STEM identities, especially those who have historically been marginalized in STEM fields. The purposes of this study are to critically examine how STEM curriculum helps shape students’ perceptions of the underlying cultural context and suggest ways that anti-oppressive education theory can be applied in middle school physical science classrooms. This study draws on classroom observational data and the curriculum text itself to understand how students perceive culture that they do not identify with. Results We found that the curriculum provides very limited perspectives of the non-dominant culture in which the learning was situated. Our results also indicate three emerging themes showing students to be demonstrating an elitist viewpoint, having a narrow view of another culture, or being indifferent toward the embedded cultural context in the lessons. As a class, deficit-based views of the people and places presented in the lesson were created rather than the desired culturally competent views. These negative perceptions were imprinted and solidified through limited portrayal of the embedded culture in the curriculum. Conclusions This work highlights the importance of curriculum context in students’ learning. Beliefs about the people and places are created through global context presented in the curriculum. Portrayal of these people and places was not representative of the culture; thus, resulting in limited perceptions of the situated contexts. It is crucial that the teachers critically evaluate the curriculum prior to its implementation to make sure Others are represented appropriately by drawing upon the anti-oppressive education theory. Lastly, we also advocate for the incorporation of global culture in STEM curriculum by having students learn beyond what the written curriculum offers.

Students have several misconceptions about thermodynamics. However, an understanding of basic concepts in this branch of physics remains fundamental to explain thermal phenomena. The purpose of this activity was to extend students' conceptual understanding of heat, temperature, energy, and thermal insulators and conductors. Two groups of students in grade seven created insulation boxes to keep sheep organs in a hypothermic state for the longest time possible. The activity incorporated connections to real life, autonomy, and scientific investigations to motivate the students. The data indicated that the activity was sufficiently challenging for the students and that they were able to apply their understanding of both the corresponding concepts and scientific and engineering practices. Supplemental data for this article is available online at at [publisher's weblink]. [ABSTRACT FROM AUTHOR]

Expanding the role of Space Physical Science and Technology in the modern world comes through the application of digital technologies and supercomputing. The present paper is aimed at getting the readers acquainted with results of resent scientific discussions on the topic having taken place at specialized scientific forums supported by the International Academy of Astronautics. The paper provides a breath coverage of results of main discussions and current trends in developing modern digital approach to solving acute problems of Space Physical Science and Technology. Numerical simulations with massive parallelization have natural limitation of efficiency. The results of recent studies demonstrate that each algorithm has an optimal number of parallel threads providing maximal efficiency. On further increasing the number of parallel processes, one encounters a decrease of efficiency. The universal supercomputers can hardly provide high efficiency in solving multi-scale problems. Creating supercomputers of a specialized architecture focused on a narrow class of multiscale problems will allow for efficient parallel solution of such problems. • Protection of Space structures from space debris collisions and micrometeoroids. • Fire safety of Space vehicles and Propulsion systems. • Supercomputer predictive modeling for ensuring Space program safety. • Each algorithm has an optimal number of parallel threads providing maximal efficiency. [ABSTRACT FROM AUTHOR]

Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study involved a reflection by subject advisors, principals, and teachers on the content and pedagogical content knowledge of Physical Science subject advisors in assisting Physical Science teachers from previously disadvantaged communities to improve the quality of their teaching practice. The explanatory sequential design (quan?QUAL) mixed method was used to collect qualitative and quantitative data. Questionnaires, interviews, as well as documents were used. Although the study revealed that subject advisors have the necessary content and pedagogical content knowledge, a number of shortcomings in their specialization were identified. [ABSTRACT FROM AUTHOR]

The use of videos as learning objects has increased together with an increased variation in the designs of these educational videos. However, to create effective learning objects it is important to have detailed information about how users perceive and interact with the different parts of the multimedia design. In this paper we study, using eye-tracker technology, how fast and for how long viewers focus on captions and written text in a video. An educational video on thermodynamics was created where captions were used to highlight important concepts. Screen recordings of written text from a tablet were used to illustrate mathematical notations and calculations. The results show that there is a significant delay of about 2 seconds before viewers focus on graphical objects that appear, both for captions and for written text. For captions, the viewers focus on the element for 2-3 seconds, whereas for written text blocks, it is strongly dependent on the amount and quality of the presented information. These temporal aspects of the viewers’ attention will be important for the proper design of educational videos to achieve appropriate synchronization between graphical objects and narration and thereby supporting learning.

Abstract Background Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers’ experiences in engaging in integrated STEM instruction. The purpose of this phenomenological multiple case study is to understand nine science teachers’ first-time experiences in implementing integrated STEM curricular units in their middle school physical science classrooms. This study draws upon both classroom implementation data and teacher reflective interviews to illustrate different degrees of integrated STEM instruction and to understand teachers’ challenges and successes with these varying approaches. Results Our results indicate three distinct cases of integration within our sample that represent low, medium, and high degrees of STEM integration throughout curriculum implementations. Interviews with teachers from each case revealed three themes that varied across teachers’ experiences: the nature of integration, choosing between science and engineering, and student engagement and motivation. Teachers in all three cases were challenged to make explicit connections between science, engineering, and mathematics while simultaneously maintaining a motivating and engaging context for their students throughout their instruction. Further, it appears that the degree of STEM integration that occurs in instruction may be related to teachers’ ability to make explicit connections between the disciplines. Conclusions The work presented here informs educational researchers, policy makers, and K-12 STEM educators that there are several challenges when it comes to implementing new STEM initiatives in K-12 education. Although this work is limited to middle school physical science teachers’ experiences with first-time STEM instruction, many of the identified themes are not content-specific; therefore, this work may shed light on general struggles that are common to educators who are integrating across content disciplines for the first time.

Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists. In this article, we describe development, field testing, and implementation of the concept map assessments in life and physical science. Assessments were field tested in partner schools with high percentages of American Indian (97% to 100%) and Hispanic (83%) low-income students. Students were selected by considering their performance on all six assessments and were placed in internships along with students selected using conventional methods. Concept maps were successful: (a) students from partner schools demonstrated high levels of domain-relevant skills; (b) scores approximated a normal distribution; (c) scores of students from culturally diverse, low-income groups were very similar to the scores of students selected using conventional methods even though many of conventionally identified students had high grade point averages and came from schools in high-income areas with many educational opportunities. Students completed original research and presented posters to the university community and their local communities. Concept maps can be used alone or in combination with other assessments; their use needs to be studied with larger groups of students and in other contexts. [ABSTRACT FROM AUTHOR]

Background: Recent policies have given momentum to the science, technology, engineering, and mathematics (STEM) education in the USA and throughout the world. This has resulted in rapid growth in engineering and STEM curricula, many of which incorporate global contexts to frame student experiences; however, little research has been done on the effects of this contextualization. Thus, it is critical to explore the impact of these curricula on student learning and the development of STEM identities, especially those who have historically been marginalized in STEM fields. The purposes of this study are to critically examine how STEM curriculum helps shape students' perceptions of the underlying cultural context and suggest ways that anti-oppressive education theory can be applied in middle school physical science classrooms. This study draws on classroom observational data and the curriculum text itself to understand how students perceive culture that they do not identify with. Results: We found that the curriculum provides very limited perspectives of the non-dominant culture in which the learning was situated. Our results also indicate three emerging themes showing students to be demonstrating an elitist viewpoint, having a narrow view of another culture, or being indifferent toward the embedded cultural context in the lessons. As a class, deficit-based views of the people and places presented in the lesson were created rather than the desired culturally competent views. These negative perceptions were imprinted and solidified through limited portrayal of the embedded culture in the curriculum. Conclusions: This work highlights the importance of curriculum context in students' learning. Beliefs about the people and places are created through global context presented in the curriculum. Portrayal of these people and places was not representative of the culture; thus, resulting in limited perceptions of the situated contexts. It is crucial that the teachers critically evaluate the curriculum prior to its implementation to make sure Others are represented appropriately by drawing upon the anti-oppressive education theory. Lastly, we also advocate for the incorporation of global culture in STEM curriculum by having students learn beyond what the written curriculum offers. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) instruction tasks students with solving a real-world, relevant problem and provides a motivating context for learning science content. It also affords a natural opportunity for students to intentionally engage in a variety of engineering practices and components of engineering design if the problem scenario purposefully includes solution constraints and criteria. In this article, we describe a classroom-tested engineering (E)-PBL scenario unit that will allow teachers to authentically include engineering concepts while helping students understand the physical science concept that the faster an object is moving the more energy it has (4-PS3.A). This unit description will help teachers take the classic egg drop activity to an instructional and learning level that reflects authentic three dimensional learning. [ABSTRACT FROM AUTHOR]