The aim of this study is to understand the present situation of science domain teachers¡¦ attitude about integrating information technology, instruction beliefs, stages of concern, and levels of technology implementation about integrating information technology. This study was based on Hall¡¦s concern based adoption model(CABM) and Moersch¡¦s levels of technology implementation(LoTI). The questionnaire entitled ¡§Survey of the integrating information technology into instruction in elementary school science domain teachers in Kaohsiung City¡¨. Taking examples 267 science domain teachers of the elementary school of Kaohsiung City. The major findings of this study are following: 1. The science domain teachers¡¦ situation of school, attitude about integrating information technology and instruction beliefs trend to advocate. 2. The informational is the strongest stage of concern when teacher face to the integrating information technology into instruction. Personal and consequence are the second strongest stages of concern. Refocusing stage of concern is the third and the last is awareness stage. 3. The integration-routine level of technology implementation is the strongest level of technology implementation. Refinement level of technology implementation is the second strongest level of technology implementation and infusion level of technology implementation is the third. The last is Non-use level of technology implementation. 4. The various situation of school, attitude about integrating information technology and instruction beliefs factors cause the influencing factors of the stages of concern and levels of technology implementation. 5. The stages of concern and attitude about integrating information technology have greatest direct effect on levels of technology implementation. 6. The situation of school and attitude about integrating information technology are positive correlated with the stages of concern and levels of technology implementation. According to the conclusions of the study, some recommendations were presented to the educational administration agencies, elementary schools, teachers and suggestions to further researches.

The purpose of this study is to describe and evaluate selected characteristics of the National Science Foundation-sponsored science curricular programs developed in the United States for use at the secondary school level, and to determine some curricular and instructional implications for Kuwaiti secondary school science programs. The study is designed to include a description and an evaluation of selected characteristics of four NSF-sponsored science curricular programs, namely Biological Sciences Curriculum Study (BSCS), Chemical Education Materials Study (CHEM Study), Earth Science Curriculum Project (ESCP), and Harvard Project Physics (HPP) programs. The study also includes a description and evaluation of selected characteristics of all Kuwaiti secondary school science programs in biology, chemistry, geology (earth science), and physics. The characteristics of science programs of both countries are described and evaluated, individually and collectively, by using Zorn's Criteria. Based on the results obtained, certain implications for Kuwaiti secondary school science programs are drawn, both individually and collectively. Recommendations to be considered in future revision and improvement of Kuwaiti science programs are presented. The results of the study reveal that the NSF-sponsored science programs are superior to Kuwaiti science programs in a variety of characteristics, such as the emphasis on active student involvement in inquiry-oriented activities, the inclusion of related information sources (bibliographies) in student textbooks, and the provision of extensive supplementary reading materials.

No description available.

The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasiexperimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students’ inattentive behaviors decreased.

The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

<p><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi / mso-bidi-font-weight:bold">The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. </span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners&rsquo / conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).</span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The research design was primarily a case study of 16 Grade 10 learners of the Xhosa ethnic group at a high school in the Eastern Cape Province of South Africa. The Xhosa people are a typical example of a people whose cultural values were undermined and whose voice was silenced by the colonisers and whose local knowledge has been repressed and replaced by forms of Western privileged knowledge and understandings but who remain, deeply and resolutely, steeped in their cultural values and practices, making them a classic example of a people who would battle to harmonise the indigenous and the scientific explanations of natural phenomena. The research instruments used were questionnaires which were administered to learners, educators, community leaders, indigenous knowledge holders and experts to solicit information on causes, dangers and prevention of lightning / individual and group activities as learners went through the lessons on both argumentation and on lightning / follow up interviews and discussions with learners individually or in groups to seek further clarification of the ideas the learners would have raised in their earlier responses to questionnaires or group discussions / guided and reflective essays by the learners to determine the learners&rsquo / levels of understanding of the major tenets of the two thought systems and the relationship between the two worldviews and to determine the qualitative gain, if any, that the learners got from the intervention programme / observation schedules used by the researcher during participant observation of group discussions and during the lessons on lightning / an achievement test on lightning / field notes used by the researcher for memoing observations and reflections as the research process proceeded / informal and serendipitous sources of information. <span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The collected data were analysed, mostly, qualitatively. Frequencies, percentages and t-test values were used to express and analyse quantitative data. Aspects of several analytical frameworks that included Toulmin&rsquo / s Argumentation Pattern (TAP) [and its modified versions such as that of Leitao (2000) and that of Osborne et al (2004)] and Contiguity Argumentation Theory (CAT) were used to attach meaning to the collected data and to address the research questions.</span></span></p>

O objetivo deste trabalho foi verificar a utilização da Aprendizagem Baseada em Projetos com a aplicação do método PBL (Problem Based Learnig) para estudos extracurriculares no Ensino Fundamental. Os estudos tiveram como base os PCN que prevêem conteúdos básicos de Física nas aulas de Ciências, mas de acordo com o currículo acabam tendo uma parcela menor de desenvolvimento em sala de aula. Partindo deste pressuposto planejou-se aplicar um Projeto que contribuísse sem causar impactos no planejamento do professor. Foram realizadas reuniões de acordo com a sequencia didática para a discussão e definição do Projeto. Quanto aos procedimentos técnicos foi realizada uma Pesquisa-Ação, analisando inicialmente o conhecimento prévio e após o Projeto verificaram-se os conhecimentos adquiridos. Com o auxílio das professoras os alunos verificaram o \"problema\" e organizaram-se em grupos cooperativos para o desafio de construir um carrinho de corrida com material reciclado propulsionado a ar. Sem utilizar água ou qualquer equipamento eletrônico os alunos iniciaram a pesquisa, discussão, coleta e separação dos materiais, sempre com o apoio da família e dos membros dos grupos. Pretendeu-se também responder as perguntas: a Aprendizagem Baseada em Projetos pode complementar o ensino de Ciências nas séries iniciais e contribuir para uma aprendizagem significativa? Dentro dos procedimentos metodológicos, aplicou-se uma Avaliação Diagnóstica Inicial para a análise dos conhecimentos prévios do aluno sobre os conteúdos, Mapa Conceitual e avaliação diagnóstica final para averiguar a evolução dos conhecimentos acerca dos conteúdos de Física e a argumentação científica desenvolvida. Ainda na fase de aplicação aconteceu uma \"corrida final\", na qual os alunos em grupos de seis integrantes participaram, registraram e discutiram os resultados obtidos por todos os grupos participantes. Preocupou-se com a análise e os registros de forma geral utilizando algumas técnicas avaliação, como por exemplo, registros escritos, depoimentos e explicações individuais dos fenômenos observados. Para verificar a evolução da argumentação científica e a construção dos conceitos a partir de hipóteses utilizaram-se os modelos de Toulmin e Lawson. Fez-se um levantamento bibliográfico sobre a literatura atual e de bases teóricas que sustentam as metodologias ativas. / The objective of this work was to verify the use of Project Based Learning with the application of the Problem Based Learning (PBL) method for extracurricular studies in Elementary School. The studies were based on PCN (Parâmetros Curriculares Nacionais) predict basic contents of Physics in science classes, but according to the curriculum they end up having a smaller portion of development in the classroom. Starting from this assumption it was planned to apply a Project that contributed without causing impacts on the teacher\'s planning. Meetings were held according to the didactic sequence for the discussion and definition of the Project. As for the technical procedures, a Research-Action was carried out, initially analyzing the previous knowledge and after the Project verified the acquired knowledge. With the help of the teachers the students verified the \"problem\" and organized themselves in cooperative groups for the challenge of constructing a race car with recycled material propelled by air. Without using water or any electronic equipment, they began the research, discussion, collection and separation of materials, always with the support of the family and the members of the groups. It was also intended to answer the questions: Can Project-Based Learning complement science teaching in the initial grades and contribute to meaningful learning? Within the methodological procedures, an Initial Diagnostic Assessment was applied for the analysis of the student\'s previous knowledge about the contents, Conceptual Map and final diagnostic evaluation to ascertain the evolution of the knowledge about the contents of Physics and the scientific argument developed. Also in the application phase was a \"final race\", in which the students in groups of six members participated, registered and discussed the results obtained by all the participating groups. He worried about analysis and records in general using some evaluation techniques, such as written records, testimonials and individual explanations of the phenomena observed. In order to verify the evolution of the scientific argumentation and the construction of the concepts from hypotheses we used the models of Toulmin and Lawson. A literature review was made on the current literature and on theoretical bases that support the active methodologies.

O objetivo deste trabalho foi verificar a utilização da Aprendizagem Baseada em Projetos com a aplicação do método PBL (Problem Based Learnig) para estudos extracurriculares no Ensino Fundamental. Os estudos tiveram como base os PCN que prevêem conteúdos básicos de Física nas aulas de Ciências, mas de acordo com o currículo acabam tendo uma parcela menor de desenvolvimento em sala de aula. Partindo deste pressuposto planejou-se aplicar um Projeto que contribuísse sem causar impactos no planejamento do professor. Foram realizadas reuniões de acordo com a sequencia didática para a discussão e definição do Projeto. Quanto aos procedimentos técnicos foi realizada uma Pesquisa-Ação, analisando inicialmente o conhecimento prévio e após o Projeto verificaram-se os conhecimentos adquiridos. Com o auxílio das professoras os alunos verificaram o \"problema\" e organizaram-se em grupos cooperativos para o desafio de construir um carrinho de corrida com material reciclado propulsionado a ar. Sem utilizar água ou qualquer equipamento eletrônico os alunos iniciaram a pesquisa, discussão, coleta e separação dos materiais, sempre com o apoio da família e dos membros dos grupos. Pretendeu-se também responder as perguntas: a Aprendizagem Baseada em Projetos pode complementar o ensino de Ciências nas séries iniciais e contribuir para uma aprendizagem significativa? Dentro dos procedimentos metodológicos, aplicou-se uma Avaliação Diagnóstica Inicial para a análise dos conhecimentos prévios do aluno sobre os conteúdos, Mapa Conceitual e avaliação diagnóstica final para averiguar a evolução dos conhecimentos acerca dos conteúdos de Física e a argumentação científica desenvolvida. Ainda na fase de aplicação aconteceu uma \"corrida final\", na qual os alunos em grupos de seis integrantes participaram, registraram e discutiram os resultados obtidos por todos os grupos participantes. Preocupou-se com a análise e os registros de forma geral utilizando algumas técnicas avaliação, como por exemplo, registros escritos, depoimentos e explicações individuais dos fenômenos observados. Para verificar a evolução da argumentação científica e a construção dos conceitos a partir de hipóteses utilizaram-se os modelos de Toulmin e Lawson. Fez-se um levantamento bibliográfico sobre a literatura atual e de bases teóricas que sustentam as metodologias ativas. / The objective of this work was to verify the use of Project Based Learning with the application of the Problem Based Learning (PBL) method for extracurricular studies in Elementary School. The studies were based on PCN (Parâmetros Curriculares Nacionais) predict basic contents of Physics in science classes, but according to the curriculum they end up having a smaller portion of development in the classroom. Starting from this assumption it was planned to apply a Project that contributed without causing impacts on the teacher\'s planning. Meetings were held according to the didactic sequence for the discussion and definition of the Project. As for the technical procedures, a Research-Action was carried out, initially analyzing the previous knowledge and after the Project verified the acquired knowledge. With the help of the teachers the students verified the \"problem\" and organized themselves in cooperative groups for the challenge of constructing a race car with recycled material propelled by air. Without using water or any electronic equipment, they began the research, discussion, collection and separation of materials, always with the support of the family and the members of the groups. It was also intended to answer the questions: Can Project-Based Learning complement science teaching in the initial grades and contribute to meaningful learning? Within the methodological procedures, an Initial Diagnostic Assessment was applied for the analysis of the student\'s previous knowledge about the contents, Conceptual Map and final diagnostic evaluation to ascertain the evolution of the knowledge about the contents of Physics and the scientific argument developed. Also in the application phase was a \"final race\", in which the students in groups of six members participated, registered and discussed the results obtained by all the participating groups. He worried about analysis and records in general using some evaluation techniques, such as written records, testimonials and individual explanations of the phenomena observed. In order to verify the evolution of the scientific argumentation and the construction of the concepts from hypotheses we used the models of Toulmin and Lawson. A literature review was made on the current literature and on theoretical bases that support the active methodologies.

<p><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi / mso-bidi-font-weight:bold">The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. </span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners&rsquo / conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).</span><span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The research design was primarily a case study of 16 Grade 10 learners of the Xhosa ethnic group at a high school in the Eastern Cape Province of South Africa. The Xhosa people are a typical example of a people whose cultural values were undermined and whose voice was silenced by the colonisers and whose local knowledge has been repressed and replaced by forms of Western privileged knowledge and understandings but who remain, deeply and resolutely, steeped in their cultural values and practices, making them a classic example of a people who would battle to harmonise the indigenous and the scientific explanations of natural phenomena. The research instruments used were questionnaires which were administered to learners, educators, community leaders, indigenous knowledge holders and experts to solicit information on causes, dangers and prevention of lightning / individual and group activities as learners went through the lessons on both argumentation and on lightning / follow up interviews and discussions with learners individually or in groups to seek further clarification of the ideas the learners would have raised in their earlier responses to questionnaires or group discussions / guided and reflective essays by the learners to determine the learners&rsquo / levels of understanding of the major tenets of the two thought systems and the relationship between the two worldviews and to determine the qualitative gain, if any, that the learners got from the intervention programme / observation schedules used by the researcher during participant observation of group discussions and during the lessons on lightning / an achievement test on lightning / field notes used by the researcher for memoing observations and reflections as the research process proceeded / informal and serendipitous sources of information. <span style="font-size:12.0pt / line-height:150% / font-family: &quot / Times New Roman&quot / ,&quot / serif&quot / mso-bidi-font-family:&quot / Times New Roman&quot / mso-bidi-theme-font: minor-bidi">The collected data were analysed, mostly, qualitatively. Frequencies, percentages and t-test values were used to express and analyse quantitative data. Aspects of several analytical frameworks that included Toulmin&rsquo / s Argumentation Pattern (TAP) [and its modified versions such as that of Leitao (2000) and that of Osborne et al (2004)] and Contiguity Argumentation Theory (CAT) were used to attach meaning to the collected data and to address the research questions.</span></span></p>

Kinetic studies determining the second order rate constants for the monoepoxidation of cyclic dienes, 1,3-cyclohexadiene and 1,3-cyclooctadiene, and the epoxidation of cis-/trans-2-hexenes by dimethyldioxirane (DMDO) were carried out using UV methodology. Consistent with published results, the kinetics of cis-/trans-2-hexenes by DMDO showed greater reactivity of the cis-isomer compared to that of the trans-compound. Molecular modeling studies for the epoxidation of a series of cis-/trans-alkenes, by DMDO were carried out using the DFT approach. The mechanism of epoxidation by DMDO was modeled by determining the transition state geometry and calculating the electronic activation energies and relative reactivities. The calculations were consistent with a concerted, electrophilic, exothermic process with a spiro-transition state for all cases. Kinetic studies for the monoepoxidation of the cyclic dienes showed a greater reactivity for 1,3-cyclohexadiene compared to that for 1,3-cyclooctadiene. The DFT method was employed to successfully model the transition state for the monoepoxidation of the cyclic dienes by DMDO and successfully predict the relative reactivities. Student misconceptions, at the high school and/or middle school level involving energy changes and chemical reactions have been prevalently noted in literature (by ACS and AAAS). Two examples of these misconceptions are: 1) heat is always needed to initiate a chemical reaction and 2) all chemical reactions create or destroy energy. In order to address these types of misconceptions, an educational module detailing the influence of energy changes on chemical reactions has been developed in conjunction with the Bio-bus program for middle and high school students. Visual aids and hands-on activities were developed in the module to potentially help students overcome/deal with the common misconceptions. Surveys were designed to access the situations (determine the extent of the misconceptions) and the effectiveness of the educational module, before and immediately after the module and one-month later to determine retention. The educational module has been presented to approximately 100 high school students from underrepresented communities. Pre-survey data confirmed the presence of the common misconceptions reported in the literature. Data from the post-survey indicated the new instructional module enhanced the student’s interest of science and expanded their content knowledge and laboratory skills. The post-survey data (immediately following the module) showed a significant difference in two out of five misconceptions when compared to the pre-survey data. However, this significance decreased when the 1-month post-survey data were compared to the pre-survey data.