(Table 1) Moisture content of buried snowpack deposit samples from Pearse Valley, McMurdo Dry Valleys

Buried snowpack deposits are found within the McMurdo Dry Valleys of Antarctica, which offers the opportunity to study these layered structures of sand and ice within a polar desert environment. Four discrete buried snowpacks are studied within Pearse Valley, Antarctica, through in situ observations, sample analyses, O-H isotope measurements and numerical modelling of snowpack stability and evolution. The buried snowpack deposits evolve throughout the year and undergo deposition, melt, refreeze, and sublimation. We demonstrate how the deposition and subsequent burial of snow can preserve the snowpacks in the Dry Valleys. The modelled lifetimes of the buried snowpacks are dependent upon subsurface stratigraphy but are typically less than one year if the lag thickness is less than c. 7 cm and snow thickness is less than c. 10 cm, indicating that some of the Antarctic buried snowpacks form annually. Buried snowpacks in the Antarctic polar desert may serve as analogues for similar deposits on Mars and may be applicable to observations of the north polar erg, buried ice at the Mars Phoenix landing site, and observations of buried ice throughout the martian Arctic. Numerical modelling suggests that seasonal snows and subsequent burial are not required to preserve the snow and ice on Mars.

Pursuing excellence : a study of U.S. eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context /

Mode of access: Internet.

Infallible proof : by three immutable witnesses, proving Wednesday crucifixion, by the literal fulfillment of many types and prophesies, in the death and resurrection of Jesus, and the science of astronomy.

Mode of access: Internet.

A compendium of astronomy : intended to simplify and illustrate the principles of the science ... /

Mode of access: Internet.

A system of astronomy. Containing the investigation and demonstrations of the elements of that science.

Preface signed: W. Emerson.

A compendium of astronomy : intended to simplify and illustrate the principles of the science : and give a concise view of the motions and aspects of the great heavenly luminaries : adapted to the use of common schools, as well as higher seminaries /

Includes index.

Annual of scientific discovery; or, Year-book of facts in science and art, for [1850]-1871, exhibiting the most important discoveries and improvements in mechanics, useful arts, natural philosophy, chemistry, astronomy, geology, biology, botany, mineralogy, meteorology, geography, antiquities, etc., together with notes on the progress of science, a list of recent scientific publications; obituaries of eminent scientific men, etc

Title varies slightly

Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.

Enlivening, Invigorating & Enhancing Science:This session explores learning from a range of Primary Science Teaching Trust projects focused on invigorating the experience of children, teachers and whole school communities with primary science.

This session will provide you with opportunity to find out what is being achieved and explore the implications for your own practice.