Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
208,308
result(s) for
"Science Curriculum"
Sort by:
Supporting reading in grades 6-12 : a guide
\"This book presents a curricular framework for students grades 6-12 that school librarians and teachers can use collaboratively to enhance reading skill development, promote literature appreciation, and motivate young people to incorporate reading into their lives beyond simply being required schoolwork\"-- Provided by publisher.
Book
A Fresh Look at Introductory Data Science
The proliferation of vast quantities of available datasets that are large and complex in nature has challenged universities to keep up with the demand for graduates trained in both the statistical and the computational set of skills required to effectively plan, acquire, manage, analyze, and communicate the findings of such data. To keep up with this demand, attracting students early on to data science as well as providing them a solid foray into the field becomes increasingly important. We present a case study of an introductory undergraduate course in data science that is designed to address these needs. Offered at Duke University, this course has no prerequisites and serves a wide audience of aspiring statistics and data science majors as well as humanities, social sciences, and natural sciences students. We discuss the unique set of challenges posed by offering such a course, and in light of these challenges, we present a detailed discussion into the pedagogical design elements, content, structure, computational infrastructure, and the assessment methodology of the course. We also offer a repository containing all teaching materials that are open-source, along with
supplementary materials
and the R code for reproducing the figures found in the article.
Journal Article
The ABC's of CBM : a practical guide to curriculum-based measurement
\"Curriculum-based measurement (CBM) has been adopted by growing numbers of school districts and states since the publication of this definitive practitioner guide and course text. The second edition presents step-by-step guidelines for using CBM in screening, progress monitoring, and data-based instructional decision making in PreK-12. It describes the materials needed and all aspects of implementation in reading, spelling, writing, math, and secondary content areas. Twenty sets of reproducible CBM administration and scoring guides and other tools are provided. Subject Areas/Key Words: assessments, CBM, curriculum-based measurement, data-based decision making, early interventions, early numeracy, early reading, elementary, IEPs, instructional planning, mathematics, measurement, MTSS, multi-tiered systems of support, progress monitoring, response to intervention, RTI, school psychology, secondary, special education, spelling, students, testing, universal screening, writing Audience: School psychologists, special educators, general education teachers, and reading specialists in PreK-12; instructors and graduate students in these fields. \"-- Provided by publisher.
Book
How Well Does the F-10 Australian Curriculum Prepare Students to be Water Literate Citizens?
Global water availability and management are persistent challenges to sustainable futures, yet people may have limited understandings of water systems and may hold negative attitudes towards sustainable solutions. With education a
mechanism for realising a water literate citizenry, this study asks: How well does the Australian curriculum prepare students to be water literate citizens? McCarroll and Hamann's (2020) Dimensions of Water Literacy guided a document
analysis of Version 9.0 of the F-10 Australian Science and Humanities and Social Sciences (HASS) curricula. Findings revealed that concepts related to water literacy were largely confined to the Year 4 Science and Year 7 Geography
curricula. In Science, the dimensions of Science and Systems Knowledge and Local Knowledge were through concepts related to the natural and urban water cycle. In HASS, the Hydrosocial Knowledge dimension was privileged, owing to people's
interactions with water. While there were occurrences of Functional Knowledge in both curricula, the organisation of the curriculum according to knowledge and skills does not explicitly focus on the development of students' positive
attitudes and values towards water conservation, nor engage them in individual or collective decision-making and action. Implications for the Australian curriculum and what it means to be a water literate citizen are discussed. [Author
abstract]
Journal Article
Tracing System Thinking Skills in Science Curricula: A Case Study from Turkey
Including systems thinking in science education helps students understand the complex global problems of the present era. The study aimed to trace and evaluate the system thinking (ST) skills in K-8 science curricula, with a focus on sustainability-related subjects and units. Firstly, the authors reviewed the related literature on the systems thinking models and identified the components of systems thinking skills needed to evaluate the science curricula. Secondly, they developed a systems thinking rubric with two parts. The first part included eleven systems thinking components, definitions, key concepts, and sample learning objectives. The second part contained four assessment criteria to evaluate the ST levels (novice, beginning, intermediate and advanced) in the science curricula and science textbooks. Finally, the authors pilot-tested the rubrics to analyze the Turkish K-8 science curricula and textbooks in terms of ST skills. The results revealed that science curricula and textbooks included nine out of eleven systems thinking components; however, they were mostly at the beginning level. This study suggests that the integrated rubric is a valid and reliable tool to evaluate the systems thinking components, and science educators can use it to decide how to integrate ST skills into science curricula.
Journal Article
Implementation of a primary science curriculum designed in accordance with a social constructivist appoarch for Vietnamese Confucian heritage culture
This paper describes the implementation of a social constructivism-based primary science curriculum, which was designed culturally appropriate with Vietnamese Confucian heritage culture. It focuses on analysing a specific science lesson best functioning in classroom practice. Both achievements and shortcomings of the designed science curriculum were uncovered and provided an adequate evaluation to the designed curriculum. This creates a basis for appropriate adjustment and improvement to the curriculum design for a further better application in primary science education in Vietnamese Confucian heritage culture.
Journal Article
Approaches to Educational Activities and Construction of an Informatics Curriculum
The research section of the paper explores elementary school students’ satisfaction with informatics. This research was carried out using the American Customer Satisfaction Index (ACSI). Four subscales were used: Expectation, Satisfaction, Quality, and Values. The number of Croatian elementary school pupils investigated (from Brod-Posavina County) is 135 (N). Research results show that pupils have high expectations of informatics, including that it will progressively meet their expectations and help them to receive a quality education. It can also be concluded that the problems once faced by students, such as classroom and equipment quality, are becoming much smaller compared to previous years.
Journal Article
Features of Applying Artificial Intelligence in the Eighth Grade Science Curriculum in the Sultanate of Oman
This research investigated effective features of including artificial intelligence (AI) in the 8th grade science curriculum in the Sultanate of Oman. It was an endeavor to know the effectiveness of applying AI applications in education and the educational strategies on which the science curriculum is based. Its population included all staff dealing with the 8th grade textbook of public education schools in Oman. Sixty participants formed the study sample, which was randomly selected and an e-questionnaire was designed. The results emphasized the effective role of using AI in increasing the level of performance in learning science. Moreover, there was a moderate improvement in teachers’ performance and a high improvement in the educational strategies. Most importantly, there were no obvious differences at 0.05 in the experts’ agreement concerning the application of AI in the 8th grade science curriculum in the Sultanate of Oman as a function of occupation, with teachers achieving greater scores. This point reflects that teachers are more agreeing concerning the application of AI in the 8th grade science curriculum.
Journal Article
Study of an effective machine learning-integrated science curriculum for high school youth in an informal learning setting
Purpose
This study evaluates the effectiveness of a machine learning (ML) integrated science curriculum implemented within the Science Research Mentorship Program (SRMP) for high school youth at the American Museum of Natural History (AMNH) over 2 years. The 4-week curriculum focused on ML knowledge gain, skill development, and self-efficacy, particularly for under-represented youth in STEM.
Background
ML is increasingly prevalent in STEM fields, making early exposure to ML methods and artificial intelligence (AI) literacy crucial for youth pursuing STEM careers. However, STEM fields, particularly those focused on AI research and development, suffer from a lack of diversity. Learning experiences that support the participation of under-represented groups in STEM and ML are essential to addressing this gap.
Results
Participant learning was assessed through pre- and post-surveys measuring ML knowledge, skills, and self-efficacy. Results from the implementation of the curriculum show that participants gained understanding of ML knowledge and skills (
p
< 0.001,
d
= 1.083) and self-efficacy in learning ML concepts (
p
= 0.004,
d
= 0.676). On average, participants who identified as female and non-white showed greater learning gains than their white male peers (ML knowledge:
p
< 0.001,
d
= 1.191; self-efficacy:
p
= 0.006,
d
= 0.631), decreasing gaps in ML knowledge, skills, and self-efficacy identified in pre-survey scores.
Conclusions
The ML-integrated curriculum effectively enhances students’ understanding and confidence in ML concepts, especially for under-represented groups in STEM, and provides a model for future ML education initiatives in informal science settings. We suggest that policy makers and school leaders take into account that high school age youth can learn ML concepts through integrated curricula while maintaining an awareness that curriculum effectiveness varies across demographic groups.
Journal Article
What Knowledge is Worth Knowing?
The paper reports a study that used a Bernsteinian analysis in order to investigate the association between higher primary science curriculum and social equity in four contrasting socioeconomic contexts: British Columbia (Canada), Singapore, South Africa and Kenya. The official science curriculum of each jurisdiction was analysed in terms of strength of knowledge boundaries, selection and progression of content and the use of vertical and horizontal discourses. All four curricula included life science and physical science topics, with a variable attention given to earth and space science and technology. South Africa and British Columbia had strong boundaries between content domains, while Singapore and Kenya had weak knowledge boundaries. The depth, an indicator of increasing specialization, increased over the higher primary years in each curriculum. British Columbia and Singapore addressed fewer topics in each year of study than Kenya and South Africa. Kenya included many applied science topics, including technology, health education and agriculture. South Africa separated physical science into chemistry and physics and integrated technology and health education into science. The two wealthier countries, British Columbia and Singapore, prioritized vertical discourse, while the two developing countries, South Africa and Kenya, referenced horizontal discourse more frequently. The results only partially support the claims made by Bernstein (Br. J. Sociol. Educ. 20:157–173, 1999) and Young and Muller (2016) for an association between the curriculum and social equity.
Journal Article