Studies scientific & social, by Alfred Russel Wallace

Mode of access: Internet.

Education and technological progress: the role of education and training in the program of the U.S. Atomic Energy Commission.

Mode of access: Internet.

Scientific American monthly.

Mode of access: Internet.

Building research at the National Bureau of Standards, 1968-1974 /

Supplemental to Building research at the National Bureau of Standards, by P.R. Achenbach.

Scientific schools in Europe: considered in reference to their prevalence, utility, scope and desirability in America.

From Barnard's Journal of education, March, 1856.

Long-Term Impacts of a Museum School Experience on Science Identity

Thesis (Master's)--University of Washington, 2016-06

Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reforms to Teacher Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Stronger Together: The Cross-Cultural Coalition to Stop a Fossil Fuel Export Terminal in the Salish Sea

Thesis (Master's)--University of Washington, 2016-06

Using student feedback to construct an assessment rubric for a concept map in physiology

Constructing quality assessment rubrics can be challenging, especially when they are used for integrated, group-centered, applied learning. We describe a collaborative assessment task in which groups of second-year dentistry students developed a complex concept map. In groups of four, the students were given a written, simulated, medical history of a patient and required to construct a concept map illustrating relevant pathophysiological concepts and pharmacological interventions. This report describes a research project aimed at making educational goals of the task more explicit through investigating student and faculty member understandings of the criteria that might be used to assess the concept map. Information was gathered about the perceptions of students in relation to the learning goals associated with the task. These were compared with faculty member perceptions. The findings were used to develop an assessment rubric intended to be more accessible to learners. The new rubric used the language of both faculty members and students to more clearly represent expectations of each criterion and standard. This assessment rubric will be used in 2005 for the next phase of the project.

Major issues and solutions to applied climate education in Australia

In the past decade, Australian agriculture has evolved considerably. During this period, climate variability has been of considerable concern, compounded recently by the threat of climate change. Applied climate education has attempted to keep up-to-date with these developments. Understanding the issues and solutions to applied climate education is a challenge confronting agriculture in Australia. This paper reports on the major issues and solutions to applied climate education in Australia as identified in the literature.

Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms

There is evidence that alienation from science is linked to the dominant discourse practices of science classrooms (cf. Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex). Yet, in secondary science education it is particularly hard to find evidence of curriculum reform that includes explicit changes in pedagogic discourses to accommodate the needs of students from a wide range of backgrounds. However, such evidence does exist and needs to be highlighted wherever it is found to help address social justice concerns in science education. In this article, I show how critical discourse analysis can be used to explore a way of challenging the dominant discourse in teacher-student interactions in science classrooms. My findings suggest a new way of moving toward more socially just science curricula in middle years and secondary classrooms by using hybrid discourses that can serve emancipatory purposes. © 2005 Wiley Periodicals. Inc.

How can experience in clinical and community settings contribute to early medical education? A BEME systematic review

Review date: Review period January 1992-December 2001. Final analysis July 2004-January 2005. Background and review context: There has been no rigorous systematic review of the outcomes of early exposure to clinical and community settings in medical education. Objectives of review: (1) Identify published empirical evidence of the effects of early experience in medical education, analyse it, and synthesize conclusions from it. (2) Identify the strengths and limitations of the research effort to date, and identify objectives for future research. Search strategy: Ovid search of. BEI, ERIC, Medline, CIATAHL and EMBASE Additional electronic searches of: Psychinfo, Timelit, EBM reviews, SIGLE, and the Cochrane databases. Hand-searches of: Medical Education, Medical Teacher, Academic Medicine, Teaching and Learning in Medicine, Advances in Health Sciences Education, Journal of Educational Psychology. Criteria: Definitions: Experience: Authentic (real as opposed to simulated) human contact in a social or clinical context that enhances learning of health, illness and/or disease, and the role of the health professional. Early: What would traditionally have been regarded as the preclinical phase, usually the first 2 years. Inclusions: All empirical studies (verifiable, observational data) of early experience in the basic education of health professionals, whatever their design or methodology, including papers not in English. Evidence from other health care professions that could be applied to medicine was included. Exclusions: Not empirical; not early; post-basic; simulated rather than 'authentic' experience. Data collection: Careful validation of selection processes. Coding by two reviewers onto an extensively modified version of the standard BEME coding sheet. Accumulation into an Access database. Secondary coding and synthesis of an interpretation. Headline results: A total of 73 studies met the selection criteria and yielded 277 educational outcomes; 116 of those outcomes (from 38 studies) were rated strong and important enough to include in a narrative synthesis of results; 76% of those outcomes were from descriptive studies and 24% from comparative studies. Early experience motivated and satisfied students of the health professions and helped them acclimatize to clinical environments, develop professionally, interact with patients with more confidence and less stress, develop self-reflection and appraisal skill, and develop a professional identity. It strengthened their learning and made it more real and relevant to clinical practice. It helped students learn about the structure and function of the healthcare system, and about preventive care and the role of health professionals. It supported the learning of both biomedical and behavioural/social sciences and helped students acquire communication and basic clinical skills. There were outcomes for beneficiaries other than students, including teachers, patients, populations, organizations and specialties. Early experience increased recruitment to primary care/rural medical practice, though mainly in US studies which introduced it for that specific purpose as part of a complex intervention. Conclusions: Early experience helps medical students socialize to their chosen profession. It. helps them acquire a range of subject matter and makes their learning more real and relevant. It has potential benefits for other stakeholders, notably teachers and patients. It can influence career choices.

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.