Children’s Ideas About Life Science Concepts

2015 ◽  
pp. 99-123 ◽  
Author(s):  
Valarie L. Akerson ◽  
Ingrid Weiland ◽  
Khadija E. Fouad
Keyword(s):  
Life Science ◽  
Science Concepts

scholarly journals UniBioDicts: Unified access to Biological Dictionaries

2020 ◽  
Author(s):  
John Zobolas ◽  
Vasundra Touré ◽  
Martin Kuiper ◽  
Steven Vercruysse
Keyword(s):  
User Interface ◽  
Life Science ◽  
Biological Data ◽  
Query Interface ◽  
Controlled Vocabularies ◽  
Search String ◽  
Input Field ◽  
Software Packages ◽  
Science Concepts ◽  
The Right

We present a set of software packages that provide uniform access to diverse biological vocabulary resources that are instrumental for current biocuration efforts and tools. The Unified Biological Dictionaries (UniBioDicts or UBDs) provide a single query-interface for accessing the online API services of leading biological data providers. Given a search string, UBDs return a list of matching term, identifier and metadata units from databases (e.g. UniProt), controlled vocabularies (e.g. PSI-MI), and ontologies (e.g. GO, via BioPortal). This can be coupled to for instance the ‘vsm-autocomplete’ module: an input field (user-interface component) that offers autocomplete lookup for these dictionaries. UBDs create a unified gateway for accessing life science concepts, helping curators find annotation terms across resources (based on descriptive metadata and unambiguous identifiers), and data users search and retrieve the right query terms.

scholarly journals Development of the 21st Century Skills through Educational Video Clips

2020 ◽  
Vol 1 (1) ◽  
pp. 11-20
Author(s):  
Maculeta E. Omiles ◽  
Judy B. Dumlao ◽  
Quola Karen C. Rubio ◽  
Eufrecina Jean D. R. Ramirez
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Life Science ◽  
State University ◽  
First Semester ◽  
Video Clips ◽  
School Year ◽  
Digital Competencies ◽  
Science Concepts ◽  
And Mathematics

This study investigated on how well the students can explain science concepts through movie scene clips as a summative assessment. It focused on the depth of the concepts learned in physics, chemistry, and earth and life science, and to the 21st century skills developed by the students while combining the scene clips and reviewing the concepts observed from the scenes.  Ninety seven students from three different schools in Luzon, Philippines during the first semester of school year 2017-2018 were selected to participate: grade 12 students under the Science, Technology, Engineering, and Mathematics strand enrolled in General Physics 1 from Pamantasan ng Lungsod ng Maynila, second year college students enrolled in General Chemistry from Bataan Peninsula State University and grade 11 students under the General Academic Strand  enrolled in Earth and Life Science from Isaac Lopez Integrated School in  Mandaluyong City. Students grouped in 4-5 members were required to choose a film and clip the scenes which have applications and violations of science concepts observed from the scenes. The outcomes were then presented in class. The result reveals a 3.1 mean in the students’ mastery of the concepts in physics, 3.0 mean in chemistry, and 3.2 in earth and life science, with 4.0 as the basis of an excellent mark. This shows that the mastery of the concepts learned in each subject falls under the proficient category. The study has also found support in the development of the students’ 21st century skills, which are creativity, teamwork, communication, critical thinking, digital competencies, leadership, and planning.

The Development and Validation of the Science Learning Assessment (SLA): A Measure of Kindergarten Science Learning

2009 ◽  
Vol 20 (3) ◽  
pp. 502-535 ◽  
Author(s):  
Ala Samarapungavan ◽  
Panayota Mantzicopoulos ◽  
Helen Patrick ◽  
Brian French
Keyword(s):  
Scientific Inquiry ◽  
Science Learning ◽  
Life Science ◽  
Science Instruction ◽  
Physical World ◽  
Kindergarten Children ◽  
Learning Assessment ◽  
Living Things ◽  
Science Curricula ◽  
Science Concepts

The Science Learning Assessment (SLA) is an individually administered, instructionally sensitive science assessment for kindergarten students. The SLA is a 24-item objective test, broken down into two subtests. The Scientific Inquiry Processes subtest consists of 9 items designed to measure young children's functional understanding of the nature and processes of scientific inquiry. The Life Science Concepts subtest consists of 15 items designed to measure children's understanding of specific science concepts related to living things and the physical world. Our results on SLA items that assess life science concepts indicate that kindergarten children are able to develop a rich knowledge base about living things. The results of the SLA indicate that even young children can begin to develop an understanding of scientific inquiry with appropriate instructional support. Our findings are consistent with recent work by researchers such as Metz (2004), who argue for a richer conception of children's developmental capacities in the context of science instruction. As educators develop new science curricula and programs to address the lack of rich and challenging science instruction in the early grades, there is a need to document what children learn from such efforts. In order to develop research-based and pedagogically effective science curricula, we need assessments with clearly described theoretical and psychometric characteristics. The SLA is one example of such an assessment that can be used to aggregate and compare learning outcomes, as well as to provide empirical information on kindergarten children's capacities for science learning.

Sign in / Sign up

Export Citation Format

Share Document