The Moving Picture Science Show

2002 ◽  
pp. 28-37
Keyword(s):  
Science Show

scholarly journals The Impact of Interactive Science Shows on Student’s Learning Achievement on Fire and Pressure Science Concept for 9th Grader in Brunei

2020 ◽  
Vol 9 (3) ◽  
pp. 294-308
Author(s):  
N. Karim ◽  
R. Roslan
Keyword(s):  
Effect Size ◽  
Science Learning ◽  
Structured Interview ◽  
Science Content ◽  
Science Concept ◽  
Large Effect Size ◽  
Learning Achievement ◽  
Development Framework ◽  
The Impact ◽  
Science Show

Informal science learning (ISL) has shown a considerable amount of recognition to the enrichment of science learning. The purpose of this study is to investigate one form of ISL that is on-stage shows also known as science shows to enhance students’ achievement on fire and pressure science concepts and to investigate whether science shows could engage students in science learning. Two science shows were conducted in this study with demonstration characteristics identified as CHAMP merged with the science content development framework for science shows practised by OGDC. In the attempt to identify whether the students learning achievement on fire and pressure science concept were enhanced, experimental design research consisting of a quantitative approach using pretest and posttest achievement tests were utilized. It is followed by BERI protocol to measure the behavioral engagement of students on science show and qualitative approach using structured interviews to elicit students’ insights on the shows. Pretest and posttest scores of the participating students were obtained and analyzed using the Wilcoxon Signed Ranked test. The test revealed a statistically significant increase in scores following participation in the pressure and fire shows, Z= -3.562, p <.001, with a large effect size (r = 0.611) and Z= -3.624, p <.001, with a large effect size (r = 0.622) respectively. Structured interview transcripts (transcribed verbatim) were obtained from six selected students that participated in the experiment whereby two themes were derived, namely; knowledge gained by students and delivery of science show. The statistical and qualitative findings from the study indicated promising evidence that science shows do support students’ achievement on fire and pressure concepts as well as engaging them in learning science.

scholarly journals NiCE Teacher Workshop: Engaging K-12 Teachers in the Development of Curricular Materials That Utilize Complex Networks Concepts

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Emma Towlson ◽  
Lori Sheetz ◽  
Ralucca Gera ◽  
Jon Roginski ◽  
Catherine Cramer ◽  
...  
Keyword(s):  
Network Science ◽  
Lesson Plans ◽  
Educational Systems ◽  
Technological Systems ◽  
Classroom Education ◽  
Teacher Workshop ◽  
Curricular Materials ◽  
K 12 ◽  
Science Show ◽  
Over Time

Our educational systems must prepare students for an increasingly complex and interconnected future, but teachers facing this task are not equipped to prepare students to succeed. Network science–the study of how biological, social, physical and technological systems interconnect, how the structure of those connections evolve over time, and how those structures and behaviors inform our understanding of them–is a pathway to deepening engagement with the kinds of complex problems these students will have to deal with as adults in the workforce. We recently held the Networks in Classroom Education (NiCE) workshop for a group of 21 K-12 teachers with various disciplinary backgrounds. The explicit aim of the workshop was to introduce them to concepts in network science, show them how these concepts can be utilized in the classroom, and empower them to develop resources using these concepts, in the form of lesson plans, for themselves and for the wider community. Here we detail the nature of the workshop and present its outcomes, including a set of publicly available innovative lesson plans. We also discuss the future development of the successful integration of network science in K-12 education and its importance in inspiring and enabling our teachers.

scholarly journals The Stephen F. Austin traveling science show

1978 ◽  
Vol 16 (1) ◽  
pp. 11-14 ◽  
Author(s):  
James C. Dennis
Keyword(s):  
Science Show

A Science Show Debate: How the Stasi Staged Revisionism

2020 ◽  
pp. 1-19 ◽  
Author(s):  
Till Düppe
Keyword(s):  
German Democratic Republic ◽  
Democratic Republic ◽  
Early Years ◽  
Socialist Economy ◽  
Secret Police ◽  
East German ◽  
Academy Of Sciences ◽  
Science Show

Abstract In the early years of the East German Democratic Republic, in particular after Khrushchev's speech breaking with Stalinism, there was hope among leading economists that new reforms would usher in a truly democratic socialist economy. The newly-founded Institute for Economics at the Academy of Sciences, under the leadership of Friedrich Behrens, put forward ideas that the party soon labelled ‘revisionist’. This article reconstructs the dismantling of this group of reformist economists using detailed documents of the secret police, the Stasi. I demonstrate how the Stasi staged a show debate analogous to the known show trials under Stalin. In spite of its forced character the show debate allowed the party to both resist reform and claim their policies to be a scientific undertaking.

INTERACTION OF SCIENCE PARADIGM, MANAGEMENT AND RESEARCH METHODS

2021 ◽  
Vol 6 (11) ◽  
pp. 138-147
Author(s):  
Okan YAŞAR
Keyword(s):  
Research Methods ◽  
Data Analytics ◽  
Rapid Development ◽  
Big Data Analytics ◽  
Scientific Research ◽  
New Science ◽  
Scientific Paradigms ◽  
Science Show ◽  
Revolutionary Science ◽  
The Way

Science paradigms determine the way scientists view concepts, phenomena and events and the way they solve problems. Scientific research methods are naturally the result of scientific paradigms. It is inevitable that developments in science will affect scientific research methods and tools. In this study, fundamental paradigm changes in science and their reflections on management sciences and research methods are discussed. The developments in disciplines such as complexity, big data analytics and neuroscience, and the developments in management fields and the reflections of the emerging theories on research methods form the framework of the research. The areas subject to these developments can be characterized by "revolutionary science" within the framework defined by Kuhn. In the framework of new science, complexity, unpredictability, nonlinear systems, uncertain cause and effect relationships have been identified as prominent concepts from analytics to theory. As a result, it has been observed that control and planning functions in the management and organizational field lost their importance and autonomous organizations with uncertain vision were born. As a result of the research, it has been observed that in this age where information is instantly produced and consumed, research methods must also keep up with changes. The new dynamics require an explanation of the process rather than the estimation of outputs. The new science is in a holistic structure formed by the information produced by different disciplines such as physics and biology. The application areas of the new science show rapid development in the field of management as in every field. It is considered that the study will contribute to the researchers on subjects that do not have sufficient knowledge in the national literature.

A cross-cultural comparison of high school students’ responses to a science centre show on the physics of sound in South Africa

2016 ◽  
Vol 26 (7) ◽  
pp. 806-814 ◽  
Author(s):  
Derek Fish ◽  
Saalih Allie ◽  
Nancy Pelaez ◽  
Trevor Anderson
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Cultural Comparison ◽  
Cultural Groups ◽  
School Students ◽  
Language Differences ◽  
Cross Cultural Comparison ◽  
Science Centre ◽  
Research Questions ◽  
Science Show

We report on the attitudes and ideas developed by students from three distinct school groups to a science show about sound. We addressed two research questions: (1) How do the students compare with respect to their (a) attitudes to the sound show and to science in general and (b) changes in conceptual understanding as a result of the show and (2) what changes could be made to the show, and to science shows in general, that would be sensitive to the cultural and language differences of the groups? These were addressed by multiple-choice, pre- and post-tests comprising both attitudinal and conceptual questions. Our results pointed to a common enjoyment of the show but a different understanding of concepts and consequent learning, which suggest that science shows (and science teaching) need to be adjusted to accommodate different cultural groups for maximum impact.

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