Interests and attitudes of G.C.E. (A/L) physical science stream students on university education in STEM: A case study in Sri Lanka

Sri Lanka has a free education system that gives access to higher education opportunities through the G.C.E. (Advanced Level) examination to a limited number of students. Students can choose their preferred university course if they have fulfilled the required minimum results for university admission. This paper discusses the general interests and attitudes of a sample of physical science stream students towards university education in STEM as a case study in Sri Lanka. The study has investigated several perspectives of the selected sample of G. C. E. (A/L) students through an online survey that includes questions regarding students' attitudes and perceptions on university education and different STEM-related undergraduate courses. The study has covered several schools of three provinces in Sri Lanka, and some of the investigated results are discussed with respect to the provinces. The results revealed career prospects, the academic quality of the undergraduate courses and the reputation of the university as the most influencing factors for undergraduate course selection in STEM disciplines, while engineering-related undergraduate courses were the most preferred ones among the students. The study results can be an asset to further studies since this topic has been rarely explored in the Sri Lankan higher education context.

Recent Progresses on Experimental Investigations of Topological and Dissipative Solitons in Liquid Crystals

Solitons in liquid crystals have received increasing attention due to their importance in fundamental physical science and potential applications in various fields. The study of solitons in liquid crystals has been carried out for over five decades with various kinds of solitons being reported. Recently, a number of new types of solitons have been observed, among which, many of them exhibit intriguing dynamic behaviors. In this paper, we briefly review the recent progresses on experimental investigations of solitons in liquid crystals.

Opening the Online Homework System: Toward Cooperation and Collaboration

One of the core tensions in open educational practice in current mathematics and physical science coursework is the use of online homework systems. Many such tools are from commercial providers and have profit to that provider as a motive. Open resources are pursued by those who, for reasons of cost or of pedagogy, seek to resist the tools of commercial providers. This pursuit is frequently made outside of the context of discussions of open educational practices; indeed, the first author of this presentation describes one such effort that started before he was even aware of open education as a discipline. It is important to ask how those faculty, particularly in the mathematics and physical science disciplines at non-elite institutions, assign homework in ways that encourage practice and skill-building, and more broadly, how such content can be shared more robustly and completely among faculty at different institutions.

Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

Preface

The 3rd International Conference in Physical Science & Advanced Materials PAM2021 Sep.24-28/2021 ISTANBUL/TURKEY. WISH MORE HOTEL The conference was held by the EEGA-Education Energy Global Academy, Maarif schools BAGHDAD, AUS, SA, USA, BALKAN, MENA, AFRICA. Physics department, College of Science, University of Baghdad, ST. Thomas Schools, AL Farah Schools, Shroouq Schools, Advanced Science Research Centre – ASRC, Japan Atomic Energy Agency, Iraqi Academics Syndicate, I. A. S., and ARID – ARAB RESEARCHER ID, the first International platform for scientists, experts and researchers, speaks Arabic language. More than 100 persons were attended the conference from Asia, Africa and Europe, the Opportunity to meet the experts of researchers and engineers and students were successfully present by discuss recent innovations and new techniques in Physics, Material Science and Engineering. and. Through the Conferences, we have actively created a global forum spanning across the continents of Asia, Europe, Africa for the advancement of physics and materials science. We launched a conference in 2019, 2020, 2021 and hopeful in 2022. List of Logos, Images are available in this Pdf.

A framework for professional learning and development in science for New Zealand upper primary teachers

<p>This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. It identifies key principles and provides practical advice needed to produce PLD programmes specifically focused on the topics selected, in consultation with the teachers involved, that are tailored to the school environment and adhere to design principles informed by research, and tested in the New Zealand context. The framework was developed using a design-based research approach involving three iterations of use, analysis, and improvement. Audio recordings, structured interviews, classroom observations, concept maps, and field notes provided data for a qualitative analysis paradigm. The research employed a social-constructivist lens, with an emphasis on learner-centred science investigations, leading to the development of a new framework for physical science PLD design and delivery consisting of five major focus areas: Subject selection / curriculum, Subject matter understanding, Teaching practice, Support, and Logistical considerations. This research highlighted the challenges faced by generalist teachers with limited science backgrounds in working with New Zealand's non-prescriptive national curriculum, to develop specific physical science units that are relevant to their local school environment. Specifically, teachers with limited subject matter knowledge face challenges selecting topics from the New Zealand Curriculum, balancing breadth and depth of topic coverage, and selecting curriculum support materials. After participating in the PLD teachers were able to use their subject matter knowledge and teaching experience to select materials and confidently teach the physical science topics covered in the PLD.</p>