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Hands-on Science

Costa, Manuel F. M.
Fonte: Associação Hands-on Science Network, Portugal Publicador: Associação Hands-on Science Network, Portugal
Tipo: Artigo de Revista Científica
Publicado em //2008 POR
Relevância na Pesquisa
45.74%
In the Society of our days there is a major increasing need of an in depth quality education in Science and Technology. Science teaching at school should be generalised aiming not only the sound establishment of a “Science” culture in our societies but also to guarantee a steady basis for the improvement of Science and its technological applications. Urgent actions should be taken in this direction. By initiative of the author the “Hands-on Science” (H-Sci) network was created. The European Commission under the program Socrates, Comenius 3 action (project nº. 110157-CP-1-2003-1-PT-COMENIUS-C3) supports the network.

Science Fairs as an Annual Students Project

Costa, Manuel F. M.; Esteves, Z.
Fonte: Associação Hands-on Science Network, Portugal Publicador: Associação Hands-on Science Network, Portugal
Tipo: Artigo de Revista Científica
Publicado em //2008 ENG
Relevância na Pesquisa
45.77%
In School Education the teacher, the classes, the study’ organization, the school, the social environment… everything is important and will condition the effectiveness of student’s learning process. However if we want our students to learn and care about science, we have to stimulate and offer them the opportunity to put in practice what they are learning or have learned, because for the vast majority of students the better way to “learn is by doing” [1]. Young students had to be stimulated to science and one of the fine ways to do it is by developing scientific projects, like in science fairs, because they offer a better comprehension of science and nature developing skills, fundamental in science but also in the everyday life, and promote a more critical opinion in face of problems [2]. Despite the importance of this kind of activities, in Portugal events like these are still rare, and there is almost no specific literature that could help us in this organization process. There for it was decided to study and organize a science fair in Externato Maria Auxiliadora. The final objective was to promote, in the last week of school’ classes, a science fair were students present their work at the school and community.

2nd Portuguese science fair “Hands-on Science”

Esteves, Zita; Costa, Manuel F. M.
Fonte: Associação Hands-on Science Network Publicador: Associação Hands-on Science Network
Tipo: Artigo de Revista Científica
Publicado em //2012 ENG
Relevância na Pesquisa
45.76%
Sciences fairs are activities with great pedagogical potential, in particular when in some way connect to the school in-classroom teaching/learning activities. Two year ago the Science Fair “Hands-on Science” was established focus on upper basic and secondary school levels. In May 2011 the second edition of the hands-on science network science fair was organized, in Braga, Portugal. In this communication we intend to show the evolution experienced in organizing this event over the last two years, school’ teachers’ and students’ response and the impact it had. We will discuss the goals and the strategies employed, the challenges faced and the solution found. The replies to questionnaires prepared for both students and teachers allowed us to assess our initiative and draw conclusion that will be presented herein. An increase on students and teachers satisfaction was observed and we were able to study the influence of recent curricular changes on the development of the science projects. We will review how the work was carried out in different schools and suggest methods to include these activities in a school daily context.

A Robotic Irrigation System: motivating basic school students to science

Esteves, Zita; Costa, Manuel F. M.
Fonte: Associação Hands-on Science Network Publicador: Associação Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 ENG
Relevância na Pesquisa
45.77%
The active involvement of our students, from early ages, in the study of science requires a constant motivational effort. Robotics is an actual subject rather appealing to our youngsters. On the other hand interdisciplinary approaches are possible in different science subjects using robots or robotics systems or concepts. In the frames of the 2nd Portuguese “Hands-on Science” science fair a group of basic school students was suggested to develop a science fair project using a robotic kit. In this communication we will present our approach and how the students developed their activities and the results achieved. The student’s motivation to work by themselves on their spare time, their enthusiasm, commitment, success and also the difficulties faced are analyzed. We will show that projects such as this one allow the positive involvement and interaction of students with science. Even heterogeneous groups can work successfully with this kind science fair projects.

Statistical analysis on three hands-on science national science fairs in Portugal

Esteves, Zita; Costa, Manuel F. M.
Fonte: Associação Hands-on Science Network Publicador: Associação Hands-on Science Network
Tipo: Artigo de Revista Científica
Publicado em //2013 ENG
Relevância na Pesquisa
45.77%
Three years ago the Science Fair “Hands-on Science” was established with focus on upper basic and high school levels. In April 2013 the third edition of the hands-on science network science fair was organized, in Viana do Castelo, Portugal. For the first time, the science fair was organized within a school, with the participation of students as the staff. The fair took also place in a different city, smaller and with a lesser number of schools in the region. In this communication we intend to show the evolution experienced in organizing this event over the last three years. Replies to questionnaires prepared for both students and teachers allowed us to assess our initiative and draw conclusion that will be presented herein. We will review how the work was carried out in different schools. We show how to organize a large scale science fair within a school environment and suggest methods to include these activities in a school daily context.; This work was partially supported by the project Pri-Sci-Net funded from the European Union Seventh Framework Programme (FP7/2007-2013) under grant agreement no. 266647.

HSCI2012: proceedings of the 9th International Conference on Hands-on Science

Costa, Manuel F. M., ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; Erdogan, Mehmet, ed. lit.; Erentay, Nilgun, ed. lit.; International Conference on Hands-on Science, 9, Antalya, 2012
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2012 ENG
Relevância na Pesquisa
55.74%
Including 1st Childrens’ Summit on Hands-on Science & Environmental Education. The core topic of the 9th Hands-on Science Conference are “Science Education, Environment and Society" and "Reconnecting Society with Nature through Hands-on Science”.; Livro que reúne os trabalho extensos aceites para publicação nos proceedings da 9th HSCI conference

HSCI2013: proceedings of the 10th International Conference on Hands-on Science

Costa, Manuel F. M., ed. lit.; Vázquez Dorrío, José Bento, ed. lit.; Kireš, Marián, ed. lit.; International Conference on Hands-on Science, 10, Košice, 2013
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2013 ENG
Relevância na Pesquisa
55.73%
The core topic of the 10th Hands-on Science Conference is "Educating for Science and through Science"; Livro de trabalhos extensos aceites para publicação no livro de proceedings da 10ª conferencia HSCI

Hands-on science: science education with and for society

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Livro
Publicado em //2014 ENG
Relevância na Pesquisa
45.79%
The decisive importance of Science on the development of modern societies gives Science Education a role of special impact. Society sets the requirements rules and procedures of Education defining what concepts and competencies citizens must learn and how this learning should take place. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. The School as pivotal element of our modern educational system must look behind and beyond imposed rules and regulations and persistently seek a permanent and open relation with Society, in all its dimensions, assuming and defending its crucial role on the development of Society and humankind. Aiming to contribute to an effective implementation of a sound widespread scientific literacy and effective Science Education in our Schools and Society at large, the Hands-on Science Network promotes a number of meetings and conferences open to the widest range of contributions on different pedagogic approaches with the common goal of promoting an effective learning of Science. This book gathers a number of interesting works presented at the 11th International Conference on Hands-on Science held in Aveiro, Portugal, July 21 to 25...

HSCI2014: booklet of the 11th International Conference on Hands-on Science

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.; International Conference on Hands-on Science, 11, Aveiro, 2014
Fonte: Hands-on Science Network Publicador: Hands-on Science Network
Tipo: Conferência ou Objeto de Conferência
Publicado em //2014 ENG
Relevância na Pesquisa
55.8%
The core topic of the 11th Hands-on Science Conference is "Science Education with and for Society"; As we all know it is the Society that sets the requirements rules and procedures of Education. It is Society that defines what citizens must learn in what concern either concepts and or competencies, and how this learning can, must in fact…, take place. Society is the ensemble of all of us citizens and of all the structures tangible and intangible we create and created along the years of our common history as a people, as a nation, as humankind. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. In difficult times of, apparent, civilizational regression and clear disrespect of people’s citizens’ and human’ rights, as the ones we are facing in the beginning of this new millennium, Education can and should have a decisive corrective role. The School as pivotal element of our modern educational system must look behind and beyond imposed rules and regulations and persistently seek a permanent and open relation with Society, in all its dimensions, assuming and defending its crucial role on the development of Society and humankind. The decisive importance of Science to the development of the Society awards Science Education and Science & Technology Education a role of special impact. The aim of the Hands-on Science Network was set right from the beginning to “contribute to the generalization innovation and improvement of Science & Technology Education at basic vocational training and secondary schools by hands-on experimental investigative practice in the classroom ... bringing hands-on active learning of Science into the classroom and into the soul and spirit of the School ...” with a broad open understanding of the meaning and importance of Science to the development of our societies...

Design and update of a classification system: The UCSD map of science

Borner, K.; Klavans, R.; Patek, M.; Zoss A.M.; Biberstine, J.R.; Light, R.P.; Lariviere, V.; Boyack, K.W.
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
45.77%
Global maps of science can be used as a reference system to chart career trajectories, the location of emerging research frontiers, or the expertise profiles of institutes or nations. This paper details data preparation, analysis, and layout performed when designing and subsequently updating the UCSD map of science and classification system. The original classification and map use 7.2 million papers and their references from Elsevier's Scopus (about 15,000 source titles, 2001-2005) and Thomson Reuters' Web of Science (WoS) Science, Social Science, Arts & Humanities Citation Indexes (about 9,000 source titles, 2001-2004)-about 16,000 unique source titles. The updated map and classification adds six years (2005-2010) of WoS data and three years (2006-2008) from Scopus to the existing category structure-increasing the number of source titles to about 25,000. To our knowledge, this is the first time that a widely used map of science was updated. A comparison of the original 5-year and the new 10-year maps and classification system show (i) an increase in the total number of journals that can be mapped by 9,409 journals (social sciences had a 80% increase, humanities a 119% increase, medical (32%) and natural science (74%)), (ii) a simplification of the map by assigning all but five highly interdisciplinary journals to exactly one discipline...

Individual Religiosity and Orientation towards Science: Reformulating Relationships

Johnson, David R.; Scheitle, Christopher P.; Ecklund, Elaine Howard
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Journal article; Text; publisher version
ENG
Relevância na Pesquisa
45.78%
The religion-science relationship has been the focus of a growing body of research. Such analyses have often suffered from poorly specified concepts related to religion and to science. At the individual level, scholars often assume that an individual's religiosity will affect her orientation towards science. But an orientation towards science consists of several sub-concepts, each of which may have a unique relationship, or lack thereof, with religiosity. We use observed measures from the 2008 General Social Survey to build latent variables representing science orientation sub-concepts and assess their relationships using structural equation modeling. We find that religiosity has no significant association with interest in or knowledge of science. Religiosity does, however, have a significant negative association with confidence in science. This suggests that the lack of faith in science held by religious individuals is not a product of interest or ignorance, but is instead based on theological or institutional reservations.

Effective science communication practices and simple hands-on activities: two important elements of teacher professional development

Perera, Sean
Fonte: Hands-on Science Network and National Council for Science and Technology Communication, India; http://www.hsci.info/ Publicador: Hands-on Science Network and National Council for Science and Technology Communication, India; http://www.hsci.info/
Tipo: Book chapter; Published Version Formato: 5 pages
Relevância na Pesquisa
45.77%
Inquiry-based pedagogy remains a key reform recommendation for school science internationally. Many science teachers are, however, challenged by inquiry. Mounting evidence suggests two main reasons for teachers' reluctance towards this student-centred approach of instruction: a lack of a well grounded science knowledge base; and inadequate exposure to inquiry in practice. This paper presents qualitative evidence from Australian, Indonesian and Sri Lankan science teachers who participated in one-day professional development workshops that exemplified constructivist learning. The findings indicate that simple hands-on activities and effective science communication practices can help to foster inquiry.; Paper presented at the 6th International Conference on Hands-on Science, Ahmedabad, India

Influences on the science teaching self efficacy beliefs of Australian primary school teachers

McKinnon, Merryn Clare
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
45.8%
The science teaching self-efficacy beliefs of primary school teachers are influential on teaching practice. The purpose of this research was to determine if informal education institutions, such as science centres, could provide professional development that influenced the self-efficacy of pre-service and in-service primary school teachers, and to what extent this was influenced by their science background, years of teaching experience and external, environmental factors. Participants were also asked if places such as science centres had a role to play with, and for, teachers. A cohort of eight final year pre-service teachers and 13 in-service teachers (six from one New South Wales (NSW) school and seven from one Australian Capital Territory (ACT) school) completed a series of four one-hour workshops and were surveyed immediately before, immediately after, four months after and 11 months after the workshops. Surveys and semi-structured interviews were used in the data collection. The results of this research showed that four hours of science centre produced, professional development workshops were capable of increasing the science teaching self-efficacy of all but three participants, with observable results for at least 11 months after the completion of the workshops. The ACT in-service cohort showed the greatest overall gains in self-efficacy. The pre-service cohort showed greatest gains in confidence in...

Enlightenment was the choice: Doctor Who and the Democratisation of Science

Orthia, Lindy
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN
Relevância na Pesquisa
45.81%
The democratisation of science - shifting science governance, work opportunities and ideologies away from the exclusive domains of elite minorities and into the hands of the people - is an important aim of science communication. If communication products such as television series can influence people's relationships with science in terms of their career choices, belief systems and feelings of ownership over science, then it is important for science communicators to understand what television series are saying about science. In this thesis I examine representations of science in the long-running science fiction television series, 'Doctor Who'. In particular I analyse the social, cultural, political and economic aspects of this representation to assess its consistency with four goals for the democratisation of science: goals that I name franchise (lay empowerment in science governance), equality (equal access to opportunities in science workplaces and careers), progress (democratic choice about the role of technology in our lives and our societies) and enlightenment (democratic freedom to choose our beliefs and worldviews about the universe). Analysing the more than 200 'Doctor Who' serials broadcast between 1963 and 2008, I first give an overview of broad trends in the way the program has dealt with science themes and characters across four decades (1960s...

Exploring the implication of science communication practices on a model for teacher professional development: Serving up the Pierian Waters

Perera, Sean
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
45.79%
Science communication, over the last two decades, has shifted its onus from public understanding to public engagement. These efforts have been paralleled in science education, which strives to promote continued student engagement with science. Persistence with more traditional forms of pedagogy by teachers in middle school is a chief deterrent to this endeavour. Since many teachers' inadequate understanding about science is regarded as inhibiting their use of inquiry-based pedagogy, professional development based on constructivist principles has been identified to remedy this problem. This study investigates the constructivist basis for a model of short-term professional development, which has not been addressed in the literature. The one-day workshops offered to middle school science teachers in Australia and overseas by the Centre for the Public Awareness of Science (ANU, Canberra) are investigated here. While the workshops did facilitate conceptual change in the teachers, it was found that the constructivist principles which were incorporated into the workshops' design and delivery were underpinned by science communication practices. The conclusions presented include: the possibility of a constructivist framework for short-term professional development; the need for greater involvement of science communication in science education reform; and the unique challenges which confront science teachers from non-Western cultures.; Yes

Developing an evidence base for science engagement: Expert Working Group recommendations

Eckersley, Richard; Stocklmayer, Susan; Perera, Sean
Fonte: Australian Government, Department of Innovation, Industry, Science and Research; http://www.innovation.gov.au/Pages/default.aspx Publicador: Australian Government, Department of Innovation, Industry, Science and Research; http://www.innovation.gov.au/Pages/default.aspx
Tipo: Report; Published Version Formato: 32 pages
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45.78%
The Federal Government's goals for a better Australia rely on the creative capabilities of the constituent parts of the national innovation system, within which a scientifically aware Australian public needs to play a key role. The Inspiring Australia report, in particular Recommendation 15, recognizes that Australia requires a strategic capability to design, target and review effective science engagement activities to guide future investment, contributing to the building of science communication capacity, professionalism and excellence: Recommendation 15: Developing an Evidence Base. That the national initiative support a program of research in science engagement - such as baseline and longitudinal attitudinal and behavioural studies, activity audits, program evaluations and impact assessments - to inform future investment decisions by government and its partners. To this aim, a short-term Expert Working Group was commissioned by the Department of Innovation, Industry, Science and Research to offer a plan for identifying and sharing best practice for an evidence base for science engagement in Australia. The Expert Working Group finds that much needs to be done to create stronger links between the constituent parts of Australia's national innovation system. They propose ten recommendations divided into three main themes: The Australian Public...

History of Science in Science Education: the Case of Oersted’s Experiment

Valente, Mariana; Caldeira, Nazaré
Fonte: 4th International Conference of the European Society for the History of Science Publicador: 4th International Conference of the European Society for the History of Science
Tipo: Aula
POR
Relevância na Pesquisa
45.78%
In April 1820,Oersted gave a lecture, at the University of Copenhagen, on the connections between the phenomena of electricity, galvanism and magnetism. During this lecture something happened that put him on a path towards the clarification of his ideas. In July 1820, he published his findings in a paper written in Latin which he sent to various scientists in Europe. This experiment is regarded as being at the origin of the phenomena, and of the theory of electromagnetism. What happened? Some studies in the field of the History of Science and in Science Education provide us with elements to reflect on the matter (Andrade Martins, 1986, 2003, 2007; Heering, 2000; Kipnis, 2005; Jacobsen, 2006; Friedman, 2007; Brain, 2007, Cavicchi, 2008). How is this experiment treated in secondary school textbooks? Today, in Portugal, it is presented in passing and without even naming Oersted. Time acts on ideas, in science education, in a dispersive manner: we loose a great deal of their significance and sometimes we use ideas that were previous to the experiment as if they were a consequence of the same, as we will show. Why is it important, today, to recreate some historical experiments, in the context of science education? At a time where the discussion about the nature of science is very important...

Science and technology in the British press - 1946 to 1986

Bauer, Martin W.; Schiele, B.; Amyot, M.; Benoit, C.
Fonte: London School of Economics and Political Science Research Publicador: London School of Economics and Political Science Research
Tipo: Conference or Workshop Item; NonPeerReviewed Formato: application/pdf
Publicado em /04/1994 EN; EN
Relevância na Pesquisa
45.78%
Longitudinal content analyses of Science coverage in the media are expensive, laborious and therefore rare. None of the existing studies covers the entire post-war period. We are constructing a cultural indicator for Science in Post-War Britain. The newly established Media Monitor Archive at the Science Museum, London, will contain around 10'000 press articles on science news in daily newspapers. The collection is systematically drawn from a crosssection of the British national press between 1946 and 1986. Articles are coded on 70 variables. Variables refer to formal characteristics (e.g. size, illustrations, headline, citations, news section, and ratings on personalization or story tone) and to the structure of the news narrative: Who is the author? Who is the main agent? What is the event, and where (research involved, time horizon, locality)? What is the context? what are the consequences for whom? What is the moral of the story? These indices will allow us to create time-series data to characterize a) the cyclical nature of science coverage; b) the changing structure of science news stories; c) the differences between quality and popular newspapers in various aspects; d) the varied ways in which different areas of science and technology are covered. Initial results show the cyclical nature of science coverage and differences in that cycle between quality and popular newspapers over 40 years in British daily and national press.

Book review: Who’s asking? Native science, western science and science education by Douglas L. Medin and Megan Bang

Jarvis, Rebecca
Fonte: Blog post from London School of Economics & Political Science Publicador: Blog post from London School of Economics & Political Science
Tipo: Website; NonPeerReviewed Formato: application/pdf
Publicado em 11/06/2014 EN; EN
Relevância na Pesquisa
45.76%
With ‘Respecting Indigenous and Traditional Knowledge and Culture’ announced as one of the key topics at the upcoming IUCN World Parks Conference, there is no better time to pick up a copy of "Who’s Asking?" by Douglas L. Medin and Megan Bang. The authors challenge stereotypes of science and culture, and demonstrate how community-based education programmes can enhance indigenous engagement and participation in science. The book examines how the answers to scientific questions depend on who’s asking, and argues that a greater diversity of scientists asking the questions will lead to better science for everyone. This thought-provoking book is highly recommended for anyone interested in knowledge, science, and scientific decision-making, writes Rebecca Jarvis.

Public attitudes to science in South Africa

Reddy,Vijay; Gastrow,Michael; Juan,Andrea; Roberts,Benjamin
Fonte: South African Journal of Science Publicador: South African Journal of Science
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
45.8%
In a global environment characterised by the growing role of science and technology in our economic, social, and political lives, an international research agenda has arisen to measure and understand how science and technology are perceived and evaluated by the public. In 2010, the South African Social Attitudes Survey included 20 items to measure public attitudes towards science, knowledge about science, and sources of information about science. This household survey was administered to a representative, stratified, random sample of 3183 participants. The findings were analysed through a bivariate analysis, and here we report on South African attitudes towards science and technology, how these have changed between 1999 and 2010, and where South African science attitudes fit on the canvas of global science attitudes. The data reveal a complex and shifting relationship between attitudes of promise and reservation towards science in South Africa. In the international context, South Africa has a unique 'fingerprint' of public attitudes towards science. The strongest demographic variable impacting on attitude towards science was educational attainment, followed by age. Gender had no impact on science attitude. This broad overview also highlights some directions for further research to meet the growing academic and policy interest in the interface between the institutions of science and the public.