| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "INQUIRY BASED EDUCATION EARTH SCIENCE": |
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Inquiry-Based Education in Earth Science Instruction, 2005.
A discussion of a teacher's experience when presenting Earth Science coursework in the secondary school setting.
2,005 words (approx. 8.0 pages), 2 sources, MLA, £ 44.95
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Abstract
This paper discusses the experience of a secondary school teacher presenting Earth Science coursework, covering the various teaching related tools and skills necessary for teaching science in the secondary school setting.
Contents:
Objective
Introduction
Inquiry-Based Instruction Defined
Development and Demonstration of Inquiry Based
Learning Activities in Science Instruction
National Science Education Standards and Grade Appropriateness
Classroom Dynamics for Secondary School Instruction
Assessment in Earth Science Teaching
Design of Curriculum
Example: High-School Earth-Science Activity
Original Middle-School Earth-Science Activity
Teacher Presentation
Lesson and Activity Objectives
Grading for Science
National Norm Referenced Testing for Science
From the Paper
"Earth Science is particularly complicated in relation to instruction in the contemporary classroom. This is because of the many political and social issues involved in this area of study which, in the eyes of many, is an area of religious import as well. Furthermore, the initiative to teach in an inquiry-based manner further expands the research and examination in relation to providing instruction in Earth Science. When considering a method of instruction it is critical to take into account the grade-level appropriateness in relation to the curriculum and inclusive classroom activities when planning the instructional lessons and accompanying activities."
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Special Education in the Science Classroom, 2008.
This paper looks at science learning focusing on special education students.
1,153 words (approx. 4.6 pages), 6 sources, APA, £ 27.95
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Abstract
In this article, the writer reviews the initial negative results of science education since the inclusion of special education students in the classroom. Further, the writer looks at what lessons have been learned and can be applied to the management of similar situations in the future. The writer maintains that science, whether taught to general classrooms or special education classrooms has a unique capacity, when taught through the method of inquiry to advance the knowledge and cognition of the student with each level of learning. The writer notes that as the student becomes adept at each level of learning and advances to the next level, the student's knowledge increases, but in addition the student's capacity for learning grows. The writer notes that 'Bloom's Taxonomy' sets out a specific guide that may be effectively used by the science teacher in the special education classroom or in the general classroom that is characterized by inclusion.
Outline:
Objective
Introduction
Complex Pedagogical Content Knowledge Required
Bloom's Taxonomy in Scientific Inquiry
Tools & Methods to Assist Scientific Inquiry
The Scientific Inquiry Model
Summary and Conclusion
From the Paper
"In the area of planning students ask questions and then make decisions how to search out the answers to those questions. Students use first-hand experience and simple information sources for locating answers to these questions and as well enter a thought process about the results of decisions and learn to make comparisons. In obtaining and presenting evidence the students learn to follow instructions in the lab in order to avoid risks to themselves and others and make exploration through use of the senses of sight, hearing, smell, touch, and taste as appropriate while making observations and recording those observations and measurements. Finally, students communicate their observations and findings through use of speech and writing, drawing, tables, graphs and pictures. In the application of consideration of the evidence and making evaluations, comparisons are made by students and patterns and associations are identified. Also, students make a review of their own work and go on to explain their work to other students."
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Needs-based and Process-based Theories of Motivation, 2006.
An explanation of the differences between "needs-based" and "process-based" theories of motivation.
1,290 words (approx. 5.2 pages), 8 sources, APA, £ 30.95
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Abstract
This paper takes a look at "needs-based" and "process-based" theories of motivation, focusing on the difference between the two.
According to the paper, there have been many attempts in the history of psychology to give an exact meaning to the concept of motivation. The paper concludes with the author's personal opinion of these theories.
From the Paper
"Other important needs-based theories of motivation have been developed by Mc Gregor -"Theory X and Theory Y", theory X stipulating that lower-order needs motivate individual behaviour and theory Y that higher-order needs motivate it-, Harzberg -"Two Factors Theory": presents a contrasting view on satisfaction and dissatisfaction- or Alderfer. The one presented by the latter scientist, named the ERG Theory classifies the core needs into three groups: existence needs - psychological and safety -, relatedness needs - mainly the desire to maintain inter-personal relationships - and growth needs, which consist in an intrinsic desire for personal development. Moreover, other three types of needs are also identified by McClelland: achievement - the need for competitive success -, affiliations - the need for friendly relationships with other people - and power, explained by the need to control the others. "
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Family-Based vs. School-Based Weight Reduction Programs, 2004.
An extensive examination of the effect family-based, as opposed to school-based, weight reduction programs have on the dietary behavior of teenagers.
12,408 words (approx. 49.6 pages), 45 sources, MLA, £ 168.95
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Abstract
This paper examines the issue of obesity as a disease affecting millions of people globally. Specifically, the paper investigates obesity in young adults or teenagers. The paper analyzes the effectiveness of familial influence on the overweight adolescent and compares this method of treatment to that of the effectiveness of school-based programs geared toward adolescents. The paper presents the 'Fit and Trim' program found in Singaporean schools as an example. This paper aims to establish that the best strategy to combat and prevent this disease for this age group begins at home with parental intervention and a change in family lifestyle.
Table of Contents
Abstract
Chapter 1
Introduction
1.1.Background
1.2.Statement of the Problem
1.3.Definition of Terms
1.4.Brief Review of Related Literature
1.5.Highlights of Methodology
1.6.Limitations of Study
1.7.Research Expectations
1.8.Scope of Study
Chapter 2
Review of Related Literature
2.1.Introduction
2.2.Hypothesis
2.3.Family Intervention Versus School-based Programs
Chapter 3
Methodology
3.1.Introduction
3.2.Design and Measurement
3.3.Procedure
3.4.1.Surveys and Questionnaires
Chapter 4
Results and Findings
4.1.Analysis
4.2.Descriptive Statistics
4.3.Variables
Chapter 5
Discussions and Conclusions
5.1.Re-evaluation of Hypothesis
5.2.Re-visiting Literature
5.3.Shortcomings of Research
5.4.Implications
5.5 Recommendations for the Future
References
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Appendix VI
Appendix VII
Appendix VIII
From the Paper
"Obesity is a serious health issue for the individual physically and emotionally. One's weight is very much tied to his or her identity both personally and socially. It is very much an emotional issue. The media is constantly bombarding people of all age groups with the message of "Thin equals Beauty" and this remains true, especially for adolescents as most media is targeted at them in the forms of television, music, video games, magazines, card games, Internet, instant cell messaging and so on. These forms of media make it even more difficult for a message of healthy lifestyle to be dominant. This creates a society obsessed with beauty, attaining beauty and keeping beauty without any consideration of true love but only the threat of being labeled fat and ugly. This makes the implementation of a successful weight reduction program more difficult. It is clear, any intervention must be strong, persuasive and carefully thought out to remain affective and resilient to the pressure media feeds to society."
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Cash-Based vs. Accrual-Based Accounting, 2002.
An examination of the advantages and disadvantages of cash accounting over accrual-based accounting.
1,394 words (approx. 5.6 pages), 2 sources, MLA, £ 32.95
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Abstract
This paper presents the basic forms and methods of accounting for cash accounting and accrual-based accounting and compares the two. It examines which form of accounting is more beneficial to specific sectors of the economy and looks at the advantages and disadvantages of each.
From the Paper
"In the cash basis of accounting, the business records are "cash in" (deposits to the bank account) called cash receipts, and "cash out" (checks) called cash disbursements. Cash receipts - Cash disbursement = Cash flow. Each month's cash flow is added to the preceding month's cash balance yielding the current month?s cash balance.
The cash basis of accounting is more likely to be used by service businesses than by retail or manufacturing businesses. Service businesses usually do not need equipment and can sell a service they perform with nothing more than their own hands and minds. Think of people who are lawyers, writers, public relations and advertising personnel, and accountants."
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True Science and Pseudo-Science, 2003.
Discusses the notion of scientific discovery.
1,800 words (approx. 7.2 pages), 3 sources, £ 44.95
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Abstract
Looks at testing to ascertain whether a hypothesis is true or false. The paper examines the views of Thomas Kuhn and the "paradigm" and Karl Popper's contention that deductive testing is true science, and induction is false science.
From the Paper
"True Science vs. Pseudo-Science
Introduction and Purpose
True science and pseudo-science, it has been argued, can be distinguished from one another by an examination of the nature of scientific discovery, with particular attention to the use of a ..."
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"Common Science? Women, Science and Knowledge" by Jean Barr and Lynda Birke, 2000.
A review of the work on the nature of scientific study, objective truth and the alienation of women from scientific fields.
1,800 words (approx. 7.2 pages), 1 source, £ 44.95
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From the Paper
"Science is a pervasive influence on human life today, though most people have only a vague image of what science means and may have complete misperceptions about certain scientific concepts. Many people simply have not been exposed to the information they need to judge science. Women, however, have been actively excluded, or at least discouraged, from science for some time, a factor much noted in analyses of academic statistics and in analyses of the job market in science. This is noted in the book Common Science? Women, Science, and Knowledge by Jean Barr and Lynda Birke as part of their primary emphasis on the fact that the scientific community remains largely unaccountable to the public. Part of their approach to this issue is to talk to non-academics to see what they think about science and about the issues surrounding the field."
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Experience and Education, 2002.
An analysis of the book "Experience and Education" by John Dewey. The paper argues that that education should be based on the child?s psychological and physical development, as well as the world outside the schoolroom.
1,430 words (approx. 5.7 pages), 1 source, MLA, £ 33.95
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Abstract
The book "Experience and Education" developed and nourished ideas that shaped the basis for many of present day?s common education practices, such as the performance-based assessment, cooperative and inquiry-based learning, play-oriented preschools, and hands-on science. This paper gives a brief biography of the author, summarizes the ideas presented in the book and discusses the strengths, weaknesses and drawbacks of these ideas.
From the Paper
"Published in 1938, the novel "Experience and Education" is perhaps his most brief, clear response to the problems as being perceived by him in both traditional forms of pedagogy as well as in the fundamental reactions to those conservative forms. According to him in the book, these traditional practices have mostly served to reproduce an existing unjust social order."
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Science and Religion in 19th Century Britain, 2002.
A discussion of whether science and religion are fundamentally opposed. The paper is based on F. Turner's work on the professionalization of science in 19th century Britain.
2,059 words (approx. 8.2 pages), 3 sources, APA, £ 45.95
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Abstract
This paper examines the emergence in 19th century Britain of science as a respected body of professionals, rather than as an amateur hobby of the idle rich. The paper reviews the article ?The Victorian Conflict between Science and Religion: A Professional Dimension? by F. Turner. It looks at how the drive to raise professional standards within the new disciplines led to an increasing refusal to compromise scientific integrity to fit in with Church doctrine. This paper examines whether this conflict was caused by a fundamental opposition of science and religion or merely by individuals trying to resist or encourage the huge social changes occurring at the time.
From the Paper
"At the beginning of the nineteenth century, the clergy had a huge amount of influence on British society in terms of government, school and University education, patronage and the prestige, authority and reverence given to them by all social classes. Science, on the other hand, was nothing but a disunited collection of amateurs, who were not even granted their own collective noun. The term ?scientist?, although coined in 1834 by Reverend Whewell, did not come into popular use until the 1890s. Science in this early period was very much influenced by religion and many (though increasingly not all) both within and outside the scientific community considered it perfectly acceptable and natural for research to be conducted under the authority of and be limited by Church doctrine."
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Science Educators, 2004.
An analysis of teaching science in a 'Science/Technology/Society' (STS) context.
5,294 words (approx. 21.2 pages), 22 sources, MLA, £ 92.95
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Abstract
This paper examines whether the attitudes of teachers have changed toward science teaching due to instructional focus or interventions such as STS (Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making.
Outline
Abstract
Objective
Introduction
Methodology
Literature Review
Four Pedagogical Issues
Findings
Summary and Conclusion
From the Paper
"Socioscientific issues (SSI) and Science, technology and society (STS) are distinct in that STS education in not 'embedded in a coherent developmental or sociological framework that explicitly considers the psychological as well as the epistemological growth of the child nor the development of character or virtue." However, the SSI movement holds its' focus on the empowerment of students in consideration of how issues based on science reflect the moral principles as well as the elements of virtue encompassing their lives, the physical world as well as the social world about them. (Zeidler, et al, 2000) Colleges and universities have recently undertaken initiatives to create Preservice teacher programs that better enable the instructional practices of the teacher. The National Science Teachers Association (NSTA) states that they view STS, "as the teaching and learning of science in the context of human experience."
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Succeeding on the Science Praxis, 2007.
This paper describes the Praxis science exam used for teacher certification.
1,851 words (approx. 7.4 pages), 8 sources, £ 41.95
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Abstract
This paper describes the format and content of the Praxis science test, which most states in the US require for teacher certification. The paper further suggests strategies for students to prepare for the exam, such as how to anticipate correct answers and using the study manual. The paper is divided according to each section of the test and examines each section's specific content.
Outline:
Introduction
Test-Taking Strategies
Physical Science
Life Sciences
Earth Sciences
Conclusion
From the Paper
"The content area of the Praxis II Science test consists of multiple choice and constructed-response questions. Every time a student takes a Praxis test, the questions will be will be multiple choice and constructed-response questions, but every time, the questions will be different., Nevertheless, the questions will always test the same areas and domains within the subject content area. There are several strategies that can be applied to improve the chance of answering the multiple choice questions correctly. As the teacher candidate is preparing to take the Science content area test of the Praxis II, the following strategies can help improve the student's chance of correctly answering the questions. "
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Religion and Science in Literature, 2002.
An analysis of the elements of religion and science in "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria.
1,400 words (approx. 5.6 pages), 2 sources, £ 37.95
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Abstract
This paper will discuss the book "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria. By understanding how both of these books seek to tell us how the world may view theories in the scheme of religion and science, we may have a better understanding of the issues that are at hand with these modes of thought.
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Forensics Science, 2005.
This paper discusses the various techniques used in forensic science, which is any part of science related to the law.
4,595 words (approx. 18.4 pages), 5 sources, MLA, £ 84.95
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Abstract
This paper relates that, although forensic science appears to be a recent development, the modern medical-legal tactic to criminal investigations started in 12th century England when King Richard I enacted the "Office of the Coroner". The author points out that the scientific analysis of evidence left at the scene of a crime such as blood, semen, shreds of clothing, hair, weapons, tire treads and other physical evidence can seem more compelling to a jury than the evidence of eyewitnesses. The paper states that the purpose of crime scene investigation is to help understand what happened and to recognize the responsible person while carefully documenting the conditions at a crime scene and distinguishing all relevant physical evidence for further analysis.
Table of Contents
Introduction
Forensic Techniques
Firearms and Tool Mark Identification
Bullet Matching
Tool mark Evidence
Forensic Psychiatry
Profiling
Examination of Questioned Documents
Handwriting Analysis
Forgery
Scientific Evidence
Personal Identification
Fingerprints
DNA
Other Disciplines
Forensic Photography
Fracture Match
Crime Scene Documentation
Chain of Custody
Locard's Exchange Principal
Entomology
Blood Spatters
Soil
Glass
Crime Scene Investigation
Forensics in Courtroom
Validity of Forensic Evidence--Some Doubts
Conclusion
From the Paper
"Few areas of examination at trial can seem as intimidating as the prospect of taking on the prosecution's forensic experts. Crime lab reports seem to have this aura of invincibility about them that lead few trial lawyers to tackle their conclusions head on in front of a jury. Maybe it is because some part of us thinks that the reported results are based upon "science", and science, in turn, can be empirically experienced. Hence, we reason, if the stuff can be checked, no lab technician would put things in their report that could easily be shown to be incorrect. Alternatively, maybe, it is because we simply don't understand how tremendously vulnerable to challenge the crime lab work product really is."
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Implementation and Management of a Constraint-Based Model, 2007.
An in-depth look at the use of constraint=based modeling and programming as a basis for creating an failure mode and effects analysis (FMEA)-based constraint model.
65,535 words (approx. 262.1 pages), 62 sources, MLA, £ 176.95
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Abstract
This paper discusses the use of constraint-based models for monitoring and predicting the applicable aspects of FMEA, depending on the specific requirements of the product tested and the environment(s) in which they are used. According to the paper, FMEA-based constraint modeling is proposed as an approach to customizing and tailoring the integration of FMEA standards to highly unique and specific production requirements. This paper specifically discusses constraint-based modeling and programming as a foundation for creating an FMEA-based constraint model.
Table of Contents:
Implementation and Management of a Constraint Based Model
Introduction
Implementation of a Constraint Based Model
Proposed Management Model
Summary
Conclusions
From the Paper
"Successive prototype builds: Product managers determine a certain number of prototype cycles, and fix the dates for these cycles. Prototype cycle deadlines are met even if the prototype has shortcomings that require rectification. This rectification process takes place by the deadline of the next prototype cycle.
The final production line is used to produce the prototypes. While the engineering staff cannot produce a complete production line for the first prototype cycles, engineers manufacture the final prototypes completely on the line. This allows engineers to test the production line and the prototypes simultaneously."
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