Science Education Project Research Articles

Astrobiology: A pathway to adult science literacy?

Adult science illiteracy is widespread. This is concerning for astrobiology, or indeed any other area of science in the communication of science to public audiences. Where and how does this scientific illiteracy arise in the journey to adulthood? Two astrobiology education projects have hinted that science illiteracy may begin in high school. This relationship between high school science education and the public understanding of science is poorly understood. Do adults forget their science education, or did they never grasp it in the first place? A 2003 science education project raised these questions when 24 16-year-olds from 10 Sydney high schools were brought into contact with real science. The unexpected results suggested that even good high school science students have a poor understanding of how science is really undertaken in the field and in the laboratory. This concept is being further tested in a new high school science education project, aimed at the same age group, using authentic astrobiology cutting-edge data, NASA Learning Technologies tools, a purpose-built research Information and Communication Technology-aided learning facility and a collaboration that spans three continents. In addition, a first year university class will be tested for evidence of science illiteracy immediately after high school among non-science oriented but well-educated students.

Process Considerations in Evaluating Educational Cooperation Projects

This paper reviews how process considerations have been treated in evaluation of educational cooperation projects. Although for a long time educational assistance has not been put to a close evaluation scrutiny owing to its ‘essentiality’ and inherent complexities, the spread of the Results-Based Management in donor countries is changing this, demanding donor agencies to account more strictly for education outcome and delivery, as in any other sectors. At the same time a growing force of local ownership discourse and spreading practice of sector-wide approaches is shedding increasing light on the importance of building technical and institutional capacities so that sustainability of the project's impact is assured beyond the termination of the project. This new concern has generated an impetus for participatory and interactive forms of evaluation. As a promising example pointing to this trend, the paper introduces a mathematics and science education project of a South African provincial department of education, supported by the Japan International Cooperation Agency and a local university, in which formative monitoring has been employed as a tool of project management.

In their element

At first it was just an unusual, geeky hobby. But by combining their twin passions of chemistry and history, Jim and Jenny Marshall are now running an acclaimed project in science education. Alexandra Witze reports.

Important but not for me: students’ attitudes towards secondary school science in England

This article presents some of the results of the questionnaire‐based Relevance of Science Education Project (ROSE) carried out in England in the latter half of 2003 as part of a wider international comparative study based at the University of Oslo. Data, drawn from 1277 students, most of whom were 14 or 15 years old, indicate their views about their school science education, their choice of careers and what they would most like to learn about in their science lessons. The findings are placed in the context of other accounts of the ‘student voice’ in science education and their implications for policy and science curriculum reform are discussed.

A multi-institutional, multinational study of programming concepts using card sort data

: This paper presents a case study of the use of a repeated single-criterion card sort with an unusually large, diverse participant group. The study, whose goal was to elicit novice programmers' knowledge of programming concepts, involved over 20 researchers from four continents and 276 participants drawn from 20 different institutions. In this paper we present the design of the study and the unexpected result that there were few discernible systematic differences in the population. The study was one of the activities of the National Science Foundation funded Bootstrapping Research in Computer Science Education project (2003).

Scientific knowledge and attitude change: The impact of a citizen science project

This paper discusses the evaluation of an informal science education project, The Birdhouse Network (TBN) of the Cornell Laboratory of Ornithology. The Elaboration Likelihood Model and the theory of Experiential Education were used as frameworks to analyse the impact of TBN on participants’ attitudes toward science and the environment, on their knowledge of bird biology, and on their understanding of the scientific process. The project had an impact on participants’ knowledge of bird biology. No statistically significant change in participants’ attitudes toward science or the environment, or in participants’ understanding of the scientific process, could be detected. The results suggest that projects must make explicit to participants the issues that they are experiencing. In addition, the results suggest that more sensitive measures need to be designed to assess attitude change among environmentally aware citizens.

The Need for Comprehensive Evaluation in Science Education

AbstractThis article argues for policies regarding the implementation of evaluation as an integral part of science education reform. Approaches to evaluation should be made comprehensive enough to include multiple methods and, through their use, to gain in‐depth information on large‐scale science education programs and projects. There must be a sustained commitment from stakeholders such as the National Science Foundation to support the training of specialists in the evaluation of science education. Specialists who are able to arrive at independent conclusions that are meaningful and beneficial for science teaching and learning are needed. Evaluation recommendations posited by the authors should be put through careful analysis and feasibility testing before moving to widespread adoption.

Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction

This study summarizes the results of a four-year project in science education conducted in a rural setting with English learners in grades K–6 in the El Centro Elementary School District in southern California. Data were collected to measure student achievement in science, writing, reading, and mathematics for participating students. These data were analyzed relative to the number of years that students participated in kit- and inquiry-based science instruction that included the use of science notebooks. Results indicated that the achievement of English learners increased in relation to the number of years they participated in the project. The longer they were in the program, the higher their scores were in science, writing, reading, and mathematics.

Remote Scanning Probe Microscopy and its Uses in Distancelearning and Educational Outreach

Abstract: Tele-microscopy has become a very active area of research and development in the 1990s where there was a desire to give researchers better access to expensive and specialized microscopes, breaking geographical and time barriers. Rapid advances in telecommunication, computers, and microscopy technologies make possible the establishment of the World Wide Web and the realization of the goal of developing a “laboratory without walls”. This provides unprecedented opportunities for researchers and educators alike to gain access to shared instrumental and educational resources.In this presentation, a description of the Interactive Nano-Visualization for Science and Engineering Education (IN-VSEE) project will be given. The primary goals of IN-VSEE are to (i) convey the excitement of nanoscience and nanotechnology to promote studentmotivated learning and pursuit of science and engineering careers, (ii) teach fundamental interdisciplinary concepts in science and engineering using a visual format to help students learn and integrate information more effectively, (iii) provide students with the capability to routinely explore materials in three dimensions with resolutions at the nanoscale and even down to the atomic scale, and (iv) demonstrate the feasibility of remote operation of research-grade laboratory instrumentation for development into a powerful educational and collaborative tool.

Changing pedagogy of secondary science teachers: the impact of a two-year professional development programme

This article explores teacher perspectives on how aspects of their pedagogy had changed through training, to support the implementation of the Cognitive Acceleration through the Science Education (CASE) project in their schools. The evidence considered here was collected through questionnaires and interviews involving 22 teachers. The questionnaires were completed on the conclusion of the 2-year CASE training programme. The interviews were carried out 1 year after completion of the training programme. The reflective views of teachers' own professional development through CASE indicated that several pedagogical changes had taken place. These changes were not always anticipated and appeared to extend beyond Key Stage 3. The most notable changes were generally that more opportunities for discussion amongst peers were introduced, a change in teachers' questioning technique, an increase in opportunities for pupils to predict outcomes, and more pro-active grouping of students. These changes were initially specific to the CASE programme, but gradually became more generic in nature. There were indications that these changes were gradual and developed over the 2-year training period.

A Pragmatic Approach to Improving Resources for Primary Science Education in the South Pacific Region

This paper outlines a new science education project that has commenced in the South Pacific region. Traditionally science as a discipline has been a problem area in South Pacific schools. One of the reasons for this has been a lack of written science resource materials in the primary sector, which has often resulted in science being omitted from the primary curriculum. The new “Science in Pacific Schools” project aims to strengthen science resources at the primary level. In so doing it is hoped to provide teachers, who have a weak background in science, with materials which enhance their confidence in their ability to teach science. The ultimate goal is to raise the status of primary science throughout the South Pacific region.

Perception of Scientific Literacy and Elementary Teacher Preparation Held by Science Professors and Science Education Professors

The study examined the perceptions of scientific literacy and elementary teacher preparation held by science professors and science education professors. Participants were 31 professors, including 16 life and physical science professors and 15 elementary science education professors, from nine state universities in a southeastern state. Data were collected through telephone interviews and course documents. Professors, as a group, tended to define scientific literacy and its components in a comprehensive manner, which was generally consistent with the National Science Education Standards and Project 2061. However, science professors emphasized science knowledge more strongly than other components of scientific literacy; whereas, science education professors emphasized science inquiry. Although both groups indicated that elementary school teachers were generally unprepared to teach science, science professors often attributed teachers’ lack of preparation to teachers themselves; whereas, science education professors often attributed it to universities. Implications for promoting scientific literacy in elementary schools are discussed.

Interactive Nano-Visualization of Materials over the Internet

By employing a direct visual approach to learning, the Interactive Nano-Visualization in Science and Engineering Education (IN-VSEE) project endeavors to remove many of the conventional barriers that hinder effective teaching and learning by empowering learners with Internet access to revolutionary scanning probe microscopes (SPMs) that can image materials at resolutions down to the atomic scale. The objective of IN-VSEE is to integrate nanoscience and nanotechnology concepts into upper-division high school and lower-division college curricula. A unique Web-deliverable distance learning technology, SPM-Live!, empowers the learner with live remote control of a Nobel Prize-winning microscopy technique. Remote experiments are supported by interactive, multidisciplinary education modules that explore key fundamental and applied concepts of natural and manmade materials. Each module utilizes the latest technologies, such as Java applets, streaming video and animations, live chat, and image analysis software, to engage students. A diverse image gallery has also been created to serve as a materials visualization resource.

Russian/US comparison using the expert science teaching educational evaluation model (ESTEEM)

A small group of Russian teachers who were interested in adopting aspects of the US science educational reform movement, participated in a constructivist science teaching project. Baseline data from translated classroom observations were scored using the science classroom observation rubric from the expert science teaching educational evaluation model (ESTEEM) and compared with a traditional (teacher centered) group of US science teachers and a group of US constructivist (student centered) science teachers. The purpose of the research is to investigate how Russian teachers who were beginning a US science education reform project compared with two US groups of science teachers, a traditional and a reform group. Analysis of variance was used to analyse the total rubric score and four categories for the Russian/traditional US and the Russian/constructivist US studies in order to examine closely the traditional and the constructivist teaching practises. In the first study US traditional teachers were statistically higher on 'facilitating the learning process' and 'context-specific pedagogy'. Russian teachers were higher on the 'content' category. In the second study the experienced constructivist US teachers were statistically higher on all four categories and the total rubric score. The educational culture of both countries is very traditional. However, the reform movement in science education has changed some US teachers, and is in the process of changing some Russian teachers. Both countries are working on the reform process. The results of this study provide baseline information on a small group of Russian teachers, who have chosen to be a part of the ideas contained in the US science education reform movement. The study also promotes the mutual understanding of both cultures among teachers, administrators, and researchers, which should ultimately form a bond for working together on common educational issues.

Learning Materials Science Via the Web Using Nanospheres and Scanning Probe Microscopes

ABSTRACTThe Interactive Nano-Visualization for Science and Engineering Education (IN-VSEE) project at Arizona State University (ASU) has developed a remotely operable scanning probe microscope (SPM), a visualization gallery of images, and a number of educational modules with materials themes. It exploits the incredible potential of materials science for teaching at the high school and college level about fundamental concepts that cross traditionally separated disciplines. The packing of spheres is a topic that is ideal for linking together the different science and engineering disciplines because of the ubiquity and relevance of spheres in the materials world and the universality of the rules that govern their packing over a large range of sizes. Students can perform a number of discovery-based learning activities, over the web by simultaneously using IN-VSEE's web-accessible module (e.g., The Music of Spheres) and by accessing the remotely-operable SPM for experimenting with nanosphere samples that they prepare. With these resources students can pose materials questions and are empowered to design their experiments to increase their understanding of real materials. The fundamental concepts (e.g., packing geometry, density, surface composition, long-range/short-range ordering, intermolecular forces, etc.) they learn through these materials science experiments are applicable to many other curricular, research, and technology areas.

Conceptions of Science Achievement in Major Reform Documents

The construct of science achievement—what K-12 students should know and be able to do in science—is central to science education reform. This paper examines current conceptions of science achievement in major reform documents in the context of standards-based and systemic reform. The paper reviews documents on (a) science content standards, including the National Science Education Standards (National Research Council, 1996) and Project 2061 (American Association for the Advancement of Science, 1989, 1993); (b) performance standards in the New Standards Project (National Center on Education and the Economy, 1997a, 1997b, 1997c, 1998); and (c) assessment frameworks, including the 1996 National Assessment of Educational Progress (National Assessment Governing Board, 1994, 1996) and the Third International Mathematics and Science Study (Martin & Kelly, 1996; McKnight, Schmidt, & Raizen, 1993; Robitallie et al., 1993). Although there is an overall agreement on the conceptions of science achievement among the documents, there are also noticeable differences. Based on the analysis of the five sets of documents, an aggregated view of science achievement is presented in terms of science content and process. Implications for promoting science achievement in standards-based and systemic reform are discussed.

Science education as South Africa's Trojan Horse

Nongovernmental organizations (NGOs) have helped revitalize science education in South Africa and breach the iron control exercised over Black education by the apartheid government. Yet, back in the early 1970s NGOs in science education did not exist. This article is based on the story of one such NGO and the role it played in reconceptualizing science education in South Africa. It describes how the Science Education Project (SEP) confronted authoritarian practices not only of government departments of education but also within its own ranks. It concludes by suggesting that a way can be found whereby science education can become the Trojan horse of any authoritarian system. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 373–385, 1999

Science education as South Africa's Trojan Horse

Nongovernmental organizations (NGOs) have helped revitalize science education in South Africa and breach the iron control exercised over Black education by the apartheid government. Yet, back in the early 1970s NGOs in science education did not exist. This article is based on the story of one such NGO and the role it played in reconceptualizing science education in South Africa. It describes how the Science Education Project (SEP) confronted authoritarian practices not only of government departments of education but also within its own ranks. It concludes by suggesting that a way can be found whereby science education can become the Trojan horse of any authoritarian system. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 373–385, 1999

Guest Editorial: Science education in the developing world: Issues and considerations

Guest Editorial: Science education in the developing world: Issues and considerations

Evaluation of Interactive Media in Science Education

An evaluation of an interactive media-based science education project is reported. One of the unique features of the evaluation is the application of a general program evaluation which stresses the assessment of contextual/environmental factors. The rationale is that without adequate facilitation and support from the context, large scale projects would have limited impact on education reform. The model was applied to a major, National Science Foundation funded, science teacher education project at Vanderbilt University. The findings revealed that a number of factors must come together for project success. They are: an environment conducive to innovation and development; strong administrative interest and commitment to further the cause of the project; faculty interest and commitment to be actively involved in the project and to integrate project ideas into their own practices. In addition, strong technical support is vital for research and developments efforts in technology-based science education projects.