The Association Between Science Summer Camps and Career Interest in Science and Engineering

2013 ◽  
Vol 4 (1) ◽  
pp. 54-65 ◽  
Author(s):  
Xiaoqing Kong ◽  
Katherine P. Dabney ◽  
Robert H. Tai
Keyword(s):  
Summer Camps ◽  
Career Interest ◽  
Science And Engineering ◽  
Interest In Science

Perturbation Bounds and Condition Numbers for a Complex Indefinite Linear Algebraic System

2016 ◽  
Vol 6 (2) ◽  
pp. 211-221 ◽  
Author(s):  
Lei Zhu ◽  
Wei-Wei Xu ◽  
Xing-Dong Yang
Keyword(s):  
Algebraic System ◽  
Condition Numbers ◽  
Linear Algebraic System ◽  
Science And Engineering ◽  
Numerical Examples ◽  
Interest In Science ◽  
Perturbation Bounds

AbstractWe consider perturbation bounds and condition numbers for a complex indefinite linear algebraic system, which is of interest in science and engineering. Some existing results are improved, and illustrative numerical examples are provided.

Fractional Meissner–Ochsenfeld effect in superconductors

2019 ◽  
Vol 33 (26) ◽  
pp. 1950316 ◽  
Author(s):  
J. F. Gómez-Aguilar
Keyword(s):  
Magnetic Field ◽  
Critical Temperature ◽  
Fractional Calculus ◽  
Fractional Order ◽  
Mathematical Tool ◽  
Conformable Derivative ◽  
Science And Engineering ◽  
Interest In Science ◽  
London Equation ◽  
Physical Phenomena

Fractional calculus (FC) is a valuable tool in the modeling of many phenomena, and it has become a topic of great interest in science and engineering. This mathematical tool has proved its efficiency in modeling the intermediate anomalous behaviors observed in different physical phenomena. The Meissner–Ochsenfeld effect describes the levitation of superconductors in a nonuniform magnetic field if they are cooled below critical temperature. This paper presents analytical solutions of the fractional London equation that describes the Meissner–Ochsenfeld effect considering the Liouville–Caputo, Caputo–Fabrizio–Caputo, Atangana–Baleanu–Caputo, fractional conformable derivative in Liouville–Caputo sense and Atangana–Koca–Caputo fractional-order derivatives. Numerical simulations were obtained for different values of the fractional-order.

Teacher Communication Behavior: It’s Impact to the Students’ Attitude in Learning Science

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Roxan G. Eupena
Keyword(s):  
Interpersonal Communication ◽  
Science Teachers ◽  
Learning Science ◽  
Communication Behavior ◽  
Career Interest ◽  
Teacher Communication ◽  
Interest In Science ◽  
Behavior Science ◽  
Students Attitudes ◽  
The Impact

Teachers' interpersonal communication behavior in the classroom is known to be one of a vital element in creating a classroom learning environment that significantly contribute towards the students’ attitudes and motivation of learning. In view of this concept, the study was primarily conducted to investigate the impact of science teachers’ communication behavior towards the attitude of students in learning science. The study employs descriptive correlation research design and makes use of the Teacher Communication Behavior Questionnaire (TCBQ) of She and Fisher (2002), as well as the Test of Science Related Attitudes of Fraser (modified by She and Fisher in 2002). Results show no significant differences on gender; nevertheless, significant differences are apparent in two of the five scales of TCB namely non-verbal support and controlling in terms of age differences. Simple correlation coefficient indicates a significant correlation in four TCB scales namely: challenging, encouragement and praise, nonverbal support and controlling with the attitudinal scale, enjoyment in science lessons. Attitudinal scale career interest in science on the other hand, is correlated with encouragement and praise and non-verbal support. The above result indicates that communication behavior of science teachers has great contribution and impact towards the attitudes of students in learning science.   Keywords - teacher communication behavior, science related attitudes, learning

scholarly journals On Fourier Series of Fuzzy-Valued Functions

2014 ◽  
Vol 2014 ◽  
pp. 1-13 ◽  
Author(s):  
Uğur Kadak ◽  
Feyzi Başar
Keyword(s):  
Fourier Series ◽  
Fourier Analysis ◽  
Uniform Convergence ◽  
Level Sets ◽  
Closed Interval ◽  
Complex Form ◽  
Dirichlet Kernel ◽  
Extension Principle ◽  
Science And Engineering ◽  
Interest In Science

Fourier analysis is a powerful tool for many problems, and especially for solving various differential equations of interest in science and engineering. In the present paper since the utilization of Zadeh’s Extension principle is quite difficult in practice, we prefer the idea of level sets in order to construct a fuzzy-valued function on a closed interval via related membership function. We derive uniform convergence of a fuzzy-valued function sequences and series with level sets. Also we study Hukuhara differentiation and Henstock integration of a fuzzy-valued function with some necessary inclusions. Furthermore, Fourier series of periodic fuzzy-valued functions is defined and its complex form is given via sine and cosine fuzzy coefficients with an illustrative example. Finally, by using the Dirichlet kernel and its properties, we especially examine the convergence of Fourier series of fuzzy-valued functions at each point of discontinuity, where one-sided limits exist.

scholarly journals Attitudes towards science among senior secondary students in Fiji

2020 ◽  
Vol 25 ◽  
pp. 57-72
Author(s):  
Mani Naiker ◽  
Bibhya Sharma ◽  
Lara Wakeling ◽  
Joel Benjamin Johnson ◽  
Janice Mani ◽  
...  
Keyword(s):  
Secondary Students ◽  
Positive Attitude ◽  
First Language ◽  
Scientific Interest ◽  
Career Interest ◽  
Science Outreach ◽  
Interest In Science ◽  
Attitudes Towards Science ◽  
Senior Secondary ◽  
Scientific Attitudes

In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.

scholarly journals Designing Age Appropriate Engineering Outreach Activities

2015 ◽  
Author(s):  
Martin Scherer ◽  
Mary Wells
Keyword(s):  
Cognitive Development ◽  
Outer Space ◽  
Development Stage ◽  
Science And Engineering ◽  
Interest In Science ◽  
Science Technology ◽  
Hands On ◽  
Age Appropriate ◽  
Youth Activity ◽  
The University

For over twenty years, the University of Waterloo’s Faculty of Engineering has been running outreach programming directed at elementary youth (ages 6 to 14) through its Engineering Science Quest (ESQ) summer camp program. All the activities are designed to be hands-on with the primary goal to increase participant’s interest in Science, Technology, Engineering and Math (STEM). The camp develops themes, such as ‘Outer Space’ to help motivate activity development and provide practical examples to participants.In 2010, the directors of ESQ modified the approach to develop camp outreach activities to ensure they were hands-on engaging activities related to science and engineering but also paid consideration to ensuring a secondary set of goals were met that considered the cognitive development of the children in the camp. The result was the development of hands-on outreach activities that engaged the participants in multiple ways.The motivation behind the development of outreach activities with these secondary objectives in mind were based on observation of past successes and working knowledge of the target audience.It is concluded that in order to make truly engaging and effective programming for elementary aged youth; activity developers should develop hands-on activities that incorporate both the interests of youth and their appropriate cognitive development stage. Using these methods in activity development will lead to an increase in success and a stronger impact of the programming.

scholarly journals How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

2018 ◽  
Vol 41 (4) ◽  
pp. 196-207 ◽  
Author(s):  
Jilana S. Boston ◽  
Andrei Cimpian
Keyword(s):  
Sense Of Belonging ◽  
Evidence Based ◽  
Science And Engineering ◽  
Negative Stereotypes ◽  
Interest In Science ◽  
Intellectual Abilities ◽  
Gifted Girls

Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, the authors explore two explanations for this puzzling phenomenon. Specifically, they argue that exposure to (a) negative stereotypes about women’s intellectual abilities and (b) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. The authors also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

scholarly journals How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

2017 ◽  
Author(s):  
Jilana S Boston ◽  
Andrei Cimpian
Keyword(s):  
Sense Of Belonging ◽  
Evidence Based ◽  
Science And Engineering ◽  
Negative Stereotypes ◽  
Interest In Science ◽  
Intellectual Abilities ◽  
Gifted Girls

Despite having the raw ability to pursue careers in science and engineering, gifted girls often shy away from such careers. Here, we explore two explanations for this puzzling phenomenon. Specifically, we argue that exposure to (1) negative stereotypes about women’s intellectual abilities and (2) stereotypes about scientists as “nerdy,” eccentric loners may undermine gifted girls’ confidence in their ability to succeed in science and engineering, their sense of belonging in these fields, and—ultimately—their interest. We also suggest evidence-based strategies for inoculating girls against these stereotypes and boosting their interest in science and engineering.

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