Research Projects on Science Education Funded by the National Science Council in Taiwan from 1982 to 2012: A Historical Review

2015 ◽  
pp. 11-41
Author(s):  
Chorng-Jee Guo ◽  
Mei-Hung Chiu
Keyword(s):  
Science Education ◽  
Historical Review ◽  
Research Projects ◽  
National Science ◽  
National Science Council

Grant Opportunities for Academic Liaison with Industry

1999 ◽  
Vol 13 (2) ◽  
pp. 135-141 ◽  
Author(s):  
M.C. Roco ◽  
D. Senich
Keyword(s):  
National Science Foundation ◽  
High Gain ◽  
University Research ◽  
Research Projects ◽  
New Knowledge ◽  
National Science ◽  
Educational Programmes ◽  
Basic Concepts ◽  
Research And Education ◽  
University Industry

Grant Opportunities for Academic Liaison with Industry (GOALI) is a National Science Foundation (NSF) initiative which covers a broad spectrum of university–industry interaction mechanisms, from faculty visits to industry and graduate student industrial assistantships to full scale industry–university research projects. The initiative promotes high-risk/high-gain research with focus on fundamental topics, which would not have been undertaken by industry. It also encourages development of innovative collaborative industry–university educational programmes, and direct deployment of new knowledge between academe and industry. This paper outlines the basic concepts of the initiative, characteristics of the funded research and education projects, and several trends. Illustrations of projects from engineering, manufacturing, environment and education are included.

scholarly journals Evaluering af naturfaglige kompetencer

2017 ◽  
Vol 11 (3) ◽  
pp. 2 ◽  
Author(s):  
Jens Dolin ◽  
Jan Alexis Nielsen ◽  
Sofie Tidemand
Keyword(s):  
Science Education ◽  
Student Motivation ◽  
International Research ◽  
Learning Objectives ◽  
Risk Shifting ◽  
Research Projects ◽  
Performance Orientation ◽  
The Past ◽  
New Learning ◽  
Use Of Assessment

Artiklen skitserer kort de sidste 40-50 års udvikling i naturfagene op til det nuværende fokus på undersøgelsesbaseret undervisning og udvikling af kompetencer. Den påpeger hvorledes mange traditionelle evalueringsformer, især brugt ved eksamen, ikke er i stand til at indfange de ønskede kompetencer, hvorfor de har svært ved at slå igennem i den daglige undervisning. Med udgangspunkt i en model af sammenhængene mellem formativ og summativ brug af evaluering argumenteres for nødvendigheden af større alignment mellem naturfagenes formål, pædagogik og evalueringsformer. Artiklen giver eksempler fra en række danske og internationale forskningsprojekter på udvikling og implementering af evalueringsformer, der kan indfange de nye læringsmål og som brugt formativt kan fremme deres læring. Den viser hvilke muligheder og udfordringer de rummer for lærere, og hvorledes en meget struktureret brug af evalueringer kan risikere at elevmotivationen forskydes fra en mestringsorientering hen mod en præstationsorientering. Afslutningsvis bliver der peget på forskellige måder til at håndtere modsætningerne mellem en formativ og en summativ brug af evalueringer. Dels gennem tiltag, der mindsker karakterpresset i skolen, og dels gennem udvikling af nye eksamensformer, der er i bedre overensstemmelse med en kompetenceorienteret undervisning.Nøgleord: kompetencer, evaluering, naturfag, motivation, karakterer Assessment of science competencesAbstractThe article briefly outlines the past 40-50 years of development in science education up to the current focus on inquiry-based teaching and competence development. It points out how many traditional forms of assessment, especially used for examinations, are unable to capture the desired competences, which makes them difficult to realize in daily teaching.Based on a model of the relationships between formative and summative use of assessment, it is argued for the need for greater alignment between the goals in science subjects, teaching and assessment. The article provides examples from a number of Danish and international research projects on the development and implementation of assessment methods that can capture the new learning objectives and which used formatively can promote their learning. It demonstrates what opportunities and challenges they have for teachers, and how a highly structured use of assessment may risk shifting student motivation from a mastering orientation towards a performance orientation. In conclusion, different ways are identified to deal with the contradiction between a formative and a summative use of assessment. Partly through actions that reduce the level of pressure in school for high marks, and partly through the development of new forms of assessment that are in better accordance with a competence-oriented education.Keywords: competences, assessment, science education, motivation, grading

CSIRO and land research in Papua New Guinea 1950–2000: part 2: post-Independence

2019 ◽  
Vol 30 (2) ◽  
pp. 100
Author(s):  
Gael Keig ◽  
Robin L. Hide ◽  
Susan M. Cuddy ◽  
Heinz Buettikofer ◽  
Jennifer A. Bellamy ◽  
...  
Keyword(s):  
Papua New Guinea ◽  
Collaborative Research ◽  
National Level ◽  
Historical Review ◽  
New Guinea ◽  
Research Projects ◽  
Resource Information ◽  
Research Organisation ◽  
Scientific Disciplines ◽  
Computer Based

Following Papua New Guinea (PNG) Independence in 1975, the new administration approached Australia’s Commonwealth Scientific and Industrial Research Organisation (CSIRO) directly concerning the need to address issues related to food security and village-based agriculture. A subsequent series of collaborative research projects between CSIRO and PNG government departments built upon the existing survey information to provide PNG with one of the earliest national-level, computer-based resource information systems, with widespread applications, particularly in agriculture, forestry, environmental management and planning. Part 1 of this historical review discussed the evolution, conduct and outcomes of the CSIRO integrated surveys over the period 1950–75, while Part 2 describes the subsequent research projects that arose from the surveys and concluded in 2000. In addition, the legacy of CSIRO involvement in land research in PNG is examined in relation to advances made both within individual scientific disciplines and in other relevant technological fields, and to operational challenges and structural change within the organisation.

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