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Chemistry; Entrepreneurship; STEM Education; Secondary School Curriculum; Secondary School Science; Curriculum Enrichment; Relevance (Education); Curriculum Development; Integrated Curriculum; Performance Factors; Barriers; Change Strategies; Educational Change; School Restructuring; Science Process Skills; Best Practices

Abstract:
This paper discussed the need to restructure STM (science, technology, and mathematics) education to reflect entrepreneurship. This is because the present STM education has not achieved its aim of making graduates self-reliant. Entrepreneurship education if introduced in the STM education will produce graduate who can effectively manage their personal businesses. Entrepreneurship education was explained and the advantages outlined. The paper gave an insight into what the chemistry education will look like when entrepreneurship education is included using secondary school chemistry. This situation applies to biology education and in the application of technology to teaching and learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle School Students; Grade 6; Grade 7; Grade 8; Science Achievement; Evidence; Scientific Concepts; Outcome Measures; Program Evaluation; Instructional Effectiveness; Science Process Skills; Science Activities

Abstract:
"Great Explorations in Math and Science"[R] ("GEMS"[R]) "The Real Reasons for Seasons" is a curriculum unit for grades 6-8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The unit utilizes models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings to help students understand science content and develop scientific investigation skills. The What Works Clearinghouse (WWC) identified one study on the effects of "GEMS"[R] "The Real Reasons for Seasons" on the science achievement of middle school students. The WWC reviewed this study against group design evidence standards. The study (Pyke, Lynch, Kuipers, Szesze, & Watson, 2004) is a randomized controlled trial that meets WWC evidence standards without reservations. This study is summarized in this report. Appended are: (1) Research details for Pyke et al. (2004); (2) Outcome measures for each domain; (3) Findings included in the rating for the general science achievement domain; and (4) Description of supplemental findings for the general science achievement domain. A glossary of terms is included. (Contains 4 tables, 6 endnotes and 2 additional sources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Teachers; Preservice Teachers; Preservice Teacher Education; Middle School Teachers; Measurement; Mathematics Skills; Science Process Skills; Science Activities; Science Education; Science Instruction; Models; Instructional Design; Units of Study

Abstract:
Measurement is an essential skill that students need to develop in both mathematics and science classes. However, many students only develop very superficial understanding regarding the nature of measurement. Building upon modeling-based work, we construct a framework that views measurement as a complex set of knowledge and skills one can use to transform a model and/or a referent and their variations and bring them together in a coherent way. We use this framework to guide the design and implementation of a unit on measuring the volume of a tree with two cohorts of prospective teachers of middle grades. With selected examples, we illustrate our framework in terms of the relationship between modeling and measurement. We provide insights on how to design activities that enhance students' in-depth understanding of measurement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Culturally Relevant Education; Global Approach; Indigenous Knowledge; Foreign Countries; Science Education History; Educational History; Educational Practices; Foreign Culture; Science Process Skills; Performance Factors; Educational Development; Integrated Curriculum

Abstract:
This paper is a study of historical foundations of science education in Igboland, its nature and scope as well as the challenges facing its integration into the 21st century school system in a globalized world. The authors found that there were many scientific activities in Igbo culture, but many problems hinder their integration into the basic needs of modern society. For instance, imposing the needs of a globalized world of the 21st century on modernized African (Igbo) science is like imposing industrial chemistry on non-industrialized society. Implications of the findings were discussed in this paper. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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International Organizations; Educational Improvement; Educational Objectives; Global Approach; Evaluation Methods; Achievement; Child Safety; Physical Health; Well Being; Social Development; Emotional Development; Interpersonal Competence; Art; Creative Activities; Cultural Education; Communication Skills; Literacy; Attention; Creativity; Critical Thinking; Numeracy; Mathematical Concepts; Technological Literacy; Science Process Skills

Abstract:
In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access "plus" learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide. In the first phase of the project, the Standards Working Group prepared a series of initial recommendations to identify the competencies, knowledge or areas of learning that are important for all children and youth to master in order to succeed in school and life. This initial work (based on current discussions, policies and research) was then enriched following a broad consultation involving more than 500 individuals in 57 countries. The final Phase I recommendations from the task force are presented in its first report entitled, "Toward Universal Learning: What Every Child Should Learn," which presents a framework for what every child and youth should learn and be able to do by the time they reach postprimary age. Appended are: (1) Individuals Contributing to the Phase I Public Consultation Period; (2) Selected Global Dialogues and Frameworks on Learning Outcomes; (3) International, Regional and Cross-National Initiatives to Measure Learning; (4) Methodology; and (5) First Public Consultation Document. (Contains 4 figures, 3 tables, and 7 endnotes.) [This paper is a joint publication with the UNESCO Institute for Statistics. Additional funding for this paper was provided by Dubai Cares and the Douglas B. Marshall, Jr. Family Foundation.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ecology; Biology; Hypothesis Testing; Science Instruction; Animals; Undergraduate Study; College Science; College Freshmen; Science Laboratories; Inquiry; Science Process Skills; Science Experiments; Comparative Analysis; Eating Habits; Data Analysis

Abstract:
Undergraduate biology education is undergoing dramatic changes, emphasizing student training in the "tools and practices" of science, particularly quantitative and problem-solving skills. We redesigned a freshman ecology lab to emphasize the importance of scientific inquiry and quantitative reasoning in biology. This multi-week investigation uses observations of avian form and function and an extensive student-generated data set to introduce hypothesis testing, experimental design, and biological statistics. Research groups compare feeding preferences (location and seed selection) between selected species of wild birds, evaluating their findings quantitatively through descriptive statistics, graphing, and data analysis, and ecologically through comparisons of species biology and natural history. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Biology; Paleontology; Animals; Secondary School Science; High Schools; Evolution; Science Activities; Science Process Skills; Thinking Skills

Abstract:
In this activity for the beginning of a high school Biology 1 evolution unit, students are challenged to reconstruct organisms found in an owl pellet as a model for fossil reconstruction. They work in groups to develop hypotheses about what animal they have found, what environment it inhabited, and what niche it filled. At the end of the activity, the groups participate in a defense and peer review of their findings. This activity develops students' knowledge of the nature of science, evidence for evolution, and individual thinking and reasoning skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Electronic Learning; Distance Education; Computer Simulation; Skill Development; Science Process Skills; Laboratory Experiments; Online Courses; Courseware; Virtual Classrooms; Science Course Improvement Projects; Engineering Education; Engineering Technology; Science Laboratories; Robotics; Teaching Methods

Abstract:
Purpose: The purpose of this paper is to present an improved concept of software-based laboratory exercises, namely a Virtual Laboratory for Engineering Sciences (VLES). Design/methodology/approach: The implementation of distance learning and e-learning in engineering sciences (such as Mechanical and Electrical Engineering) is still far behind current practice in narrative disciplines (Economics, Management, etc.). This is because education in technical disciplines requires laboratory exercises, providing skill-acquisition and hands-on experience. In order to overcome this problem for distance-learning developers and practitioners, a new modular and hierarchically organized approach is needed. Findings: The concept involves simulation models to emulate system dynamics, full virtual reality to provide visualization, advanced social-clubbing to ensure proper communication, and an AI tutor to supervise the lab work. Its modularity and hierarchical organization offer the possibility of applying the concept to practically any engineering field: a higher level provides the general framework--it considers lab workplaces as objects regardless of the technical field they come from, and provides communication and supervision--while the lower level deals with particular workplaces. An improved student's motivation is expected. Originality/value: The proposed concept aims rather high, thus making the work truly challenging. With the current level of information and communication technologies, some of the required features can only be achieved with difficulty; however, the rapid growth of the relevant technologies supports the eventual practicality of the concept. This paper is not intended to present any final results, solutions, or experience. The idea is to promote the concept, identify problems, propose guidelines, and possibly open a discussion. (Contains 15 figures, 1 table, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ecology; Intermode Differences; Teaching Methods; Instructional Effectiveness; Context Effect; Science Process Skills; Process Education; Classroom Techniques; Botany; Hypothesis Testing; Concept Teaching; Transfer of Training; Grade 7; Best Practices

Abstract:
Understanding complex systems such as ecosystems is difficult for young K-12 students, and students' representations of ecosystems are often limited to nebulously defined relationships between macro-level structural components inherent to the ecosystem in focus (rainforest, desert, pond, etc.) instead of generalizing processes across ecosystems (photosynthesis, decomposition, etc.). This context-dependency might be related to the focus of ecosystem instruction. Most commonly, the components are the first to be introduced and are given the greatest attention in the teaching of ecological and other biological systems. Here, we test the hypothesis that process-centered understanding of ecosystems, as opposed to structured-centered understanding, can facilitate students' ability to transfer ecosystem concepts to new and novel ecosystems. We found that teachers who taught ecosystem processes more generally were associated with greater variation in student models, indicating a greater range of ideas being represented among the students. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Science Process Skills; Workshops; Scientists; Student Research; Seismology

Abstract:
The authors have been running UK-Japan Young Scientist Workshops at universities in Britain and Japan since 2001: for the past three years in England with Cambridge University and, last year, also with Kyoto University and Kyoto University of Education. For many years they have worked jointly with colleagues in a group of Super Science High Schools in Kyoto (as well as a number in Tokyo) but, since the devastating Japanese earthquake and tsunami of March 2011, they are now committed to working also with schools serving communities in the devastated Tohoku region. In this article, the author talks about the UK-Japan Young Scientist Workshop programme and the lessons learned for education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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