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Despite their ubiquity, stepfamilies generally hold a stigmatized status. The scientific community at large has not been immune to the influence of stepfamily stigmatization. Misusing the term "stepchild" in science is unnecessary on several fronts. "Stepchild" is often intended to denote neglect, oversight, or mistreatment. Scholars should consider using more direct and precise language, especially considering that scientific writing benefits from clarity, parsimony, and precision. In any case, it's time to stop using "stepchild" as a pejorative term. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Drawing from secondary data, the paper reviewed the evolution of geography from non-science to science discipline since the history of geographic thought. The objectives for this study were to examine geography as a science discipline and examine the contributions and achievements of great scholar during the pre-colonial and classical period. Science is aimed at understanding the world around us and attempt to discover regularities and order among the sometimes whirling buzzing chaos of experience. This involve correlation of certain characteristics and scientist attempts to formalize and generalize regularities. The methodology employed was a combination of content analysis of literature review and documentary materials. Findings from the study revealed that ancient scholars observed and projected geography as a science subject since time immemorial. This was due to its better methods of handling geographic data and techniques of solving problems and application of mathematical and statistical methods to attain a desired objective. In each of the sequential phases of pre-colonial (pre 19th Century), classical (19th Century), modern 20th Century and contemporary 21st Century periods, geographic thought were more scientific in approach but mainly during the 20th and 21st century as Geographers made used of the tools of quantitative techniques of mathematics and statistics to solve geographical problems and these transformations and developments help to position Geography as science. Résumé En s'appuyant sur des données secondaires, l'article examine l'évolution de la géographie de la discipline non scientifique à la discipline scientifique depuis l'histoire de la connaissance de la géographie. L'objectif de cette étude est d'examiner la géographie en tant que discipline scientifique et d'étudier les contributions et les réalisations des grands savants dans le domaine de la géographie depuis la période précoloniale et classique jusqu'à nos jours. La science vise à comprendre le monde qui nous entoure et à tenter de découvrir des régularités et de l'ordre dans le bourdonnement des expériences chaotiques. Cela implique la corrélation de certaines caractéristiques et les tentatives des scientifiques de formaliser et de généraliser les régularités. La méthodologie employée est une combinaison d'analyse des œuvres et de documents. Les résultats de l'étude ont révélé que les anciens savants ont observé et projeté la géographie en tant que sujet scientifique depuis des temps immémoriaux. Cela était dû à ses meilleures méthodes de traitement des données géographiques et aux techniques de résolution des problèmes et d'application des méthodes mathématiques et statistiques pour atteindre un objectif souhaité. Dans chacune des périodes successives de l'ère précoloniale (avant le XIXe siècle), classique (XIXe siècle), moderne (XXe siècle) et contemporaine (XXIe siècle), la connaissance de la géographie est devenue plus scientifique dans son approche. En particulier au 20e et au 21e siècle, les géographes ont utilisé les outils des techniques quantitatives des mathématiques et des statistiques pour résoudre des problèmes géographiques et ces transformations et développements contribuent à positionner la géographie comme une science.

Copyright of International Journal of Research on Service-Learning & Community Engagement is the property of International Association for Research on Service - Learning & Community Engagement and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current study aimed to provide elementary preservice teachers with an opportunity to engage in an authentic inquiry experience that shifted the focus from the hypothesis-testing model of inquiry to one that more accurately and completely reflected the process of scientific inquiry in its entirety. The aim of this qualitative case study was to explore 4 preservice teachers’ experiences and interpretations of these experiences during their independent inquiry journeys, their understanding of the process of science as experienced during the inquiry project, and their perceptions of the implications of their inquiry experiences and willingness to implement an inquiry approach. The findings of this study highlight elementary preservice teachers’ inquiry experiences and their perceptions of the process of science. The participants experienced the fluid and cyclical nature of scientific inquiry; the significance of gathering and interpreting evidence; as well as other essential elements of the process, such as connection to society, collaboration and communication with other scientists, and the importance of questioning in driving inquiry. Their reflections suggested an enhanced and accurate understanding of the process of scientific inquiry and a greater willingness and sense of preparedness in incorporating authentic inquiry experiences and teaching through inquiry in their future classrooms. [ABSTRACT FROM AUTHOR]

In this review, we explore what educating science teachers for sustainability implies according to the 23 book chapters and many sampled teacher education and science methods courses in the edited book by Susan Stratton, Rita Hagevick, Allan Feldman and Mark Bloom, entitled Educating Science Teachers for Sustainability, published in 2015 by Springer as part of the ASTE Series in Science Education. We situate the review in the current complex landscape of discourses around sustainability education, exploring its grounding in an anthropocentric ideology next to emancipatory practices and a holistic vision of the world. We offer a quick overview of the chapters and themes addressed. We then take up some ideas to think with. We are particularly invested in thinking about the implications of sustainability education as going beyond science teachers and science education, and as implying a serious engagement with and critique of current unsustainable ways of living. We play with the idea of taking sustainability education beyond neoliberal ideals of education and offer some suggestions by bringing in voices of students, youth, land-based learning and the idea of living sustainability. We also explore what indigenous scholars and epistemologies could have contributed to an exploration of sustainability education, a voice that was absent in the book, yet helps desettle the conversation and actions taken, moving the discourse beyond an Eurocentric grounding. [ABSTRACT FROM AUTHOR]

This article outlines research that explored how pre-service science education teachers drafted multimodal artifacts, namely graphic novelettes (short versions of graphic novels) to help explain science concepts to varying grade levels. The research methodology and collaboration of the project, which included both Science Education and English Education professors, is fi rst shared. The very nature of this collaboration informed the study's structure and implementation. The data gained from this study are then presented with an emphasis on how the creation of graphic novelettes by pre-service Science Education teachers facilitated the learning of scientifi c concepts while privileging the literacy skills students learn in all of their classes. Samples of student work are shared focusing on both the affordances and constraints of having students create multimodal content in order to better learn scientifi c concepts. Finally, the implications for science educators are presented and suggestions for future studies are asserted. [ABSTRACT FROM AUTHOR]

Copyright of Stratum Plus Journal is the property of P.P. Stratum plus and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this exploratory study, we use Banks’s typology on multicultural curriculum reform as 1 strategy for developing multicultural, culturally relevant science teachers. Banks’s typology discusses 4 approaches for integrating multicultural content into the school and university curriculum. In order to support the development of multicultural science teachers and multicultural science curricula, we were interested in knowing how preservice teachers (PSTs) and in-service teachers (ISTs) understand these ideas. We gathered comments across 2 different contexts: a graduate-level elementary science methods course in the northeastern United States and a graduate-level secondary science induction course in the Midwestern United States. Both groups participated in an interactive multicultural education PowerPoint lesson focused on culturally relevant teaching and Banks’s 4 approaches. The lesson was taught face to face in the 1st setting and via Skype in the 2nd setting by the same science teacher educator. Our primary data sources were responses to 3 prompts made by the PSTs and ISTs during the lesson. We analyzed all responses qualitatively using methods of constructivist grounded theory. Findings indicated that both PSTs and ISTs initially understood multicultural science education as connecting to students’ experiences and critiquing dominant cultures but rarely associated it with social action, the highest level of Banks’s typology. We discuss implications in terms of making explicit connections to multicultural approaches in science teacher education. [ABSTRACT FROM AUTHOR]

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections $$ \left(p<0.01,\kern0.5em {\eta}_p^2=0.384;\kern0.5em p<0.001,\kern0.5em {\eta}_p^2=0.517;\kern0.0em p<0.001,\kern0.0em {\eta}_p^2=0.214\right) $$ . Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence. [ABSTRACT FROM AUTHOR]

Teacher preparation is a complex process; also complex are the standards that define what novice teachers need to know and be able to do to effectively meet the needs of all of their students. Add the demographic shift in the student population, and there are additional demands on teachers to provide students with the education they need and deserve. Given these changing needs, teacher educators must implement effective strategies to diversify the teaching force and to prepare all teachers to meet the needs of culturally and linguistically diverse students. This study sought to document the extent to which Latina/o elementary teacher candidates described and demonstrated culturally responsive teaching strategies using their students’ cultural and academic profiles to inform practice in classroom science and math instruction. The results and conclusions from this study indicate the Latina/o teacher candidates were learning to become culturally responsive classroom teachers. As student teachers they demonstrated many culturally responsive teaching practices and were able to describe and demonstrate culturally responsive teaching strategies to inform their practice in classroom science and math instruction. [ABSTRACT FROM AUTHOR]

The content of this paper confronts some of the biggest problems educators face in the teaching of math and science. The article focuses on a grass roots method called the Algebra project. The Algebra project has improved algebra skills among groups of students who are either steered away from upper level math or who may not ever have the chance to take an advanced math course. According to the data by the department of labor and statistics many jobs are going unfilled. This paper discusses where the jobs are, the courses that are the gateway to employment and the skill sets students need to fill the jobs. Math and science courses need to be used as a tool for liberation of such a problem. We have to ask ourselves why we have a society where only a small group of students are prepared for their future. We need to determine where the knowledge gap is and provide courses that prepare students for the job market and transfer credit from the 2 year to 4 year colleges. This paper also looks at factors that effect change, who the change agents are and what mind set implement solutions.

The aim of this multi-case study was to explore the extent and nature of changes in elementary pre-service teachers’ beliefs, attitudes, and self-efficacy toward science and science teaching as a result of participating in a science methods course. The study specifically focused on three groups of pre-service teachers based on their varying beliefs, attitudes, and self-efficacy prior to the course. The study examined factors that may have contributed to changes in these domains as well as interrelationships among the three constructs. [ABSTRACT FROM PUBLISHER]

Theory is taught to preservice teachers from the moment they enter the education program until they graduate. While theory serves as the foundation in many teacher preparation courses, these future teachers must also understand the relationship it has to practice. The focus of this article is on the journey of one group of preservice secondary science teachers toward becoming practitioners with a theoretical understanding of what and how they would teach science. Ecojustice philosophy, being implemented through citizen science pedagogy, served as the framework for this method course and proved challenging for both the professor and the preservice teacher. Hermeneutic ethnography served as the guiding methodological/theoretical framework for this research and provided an opportunity for extensive data collection in an attempt to better understand how participants made sense of learning to teach within a method course focused around ecojustice philosophy. By using hermeneutic ethnography, we are encouraged to make sense of what we are seeing, while considering our own cultural experiences and abilities to interact with others taking part in these events. This research highlights the need for dialogue within science teacher preparation classrooms, addresses the challenges in teaching for practice-theory, and suggests possibilities for future considerations within science teacher preparation. [ABSTRACT FROM AUTHOR]

Research has identified the value of students constructing their own representations of science concepts using modes such as writing, diagrams, 2-D and 3-D models, images or speech to communicate meaning. 'Slowmation' (abbreviated from 'Slow Animation') is a simplified way for students, such as preservice teachers, to make a narrated animation using a combination of modes. In this study, 13 preservice primary teachers learned how to create a slowmation during a two-hour class in a science methods course and then created one about an allocated science topic as an assignment. The research question that guided this study was, 'What are the preservice teachers' perceptions of making a slowmation and how was the science concept represented in the animation?' Data included pre and post individual interviews, concept maps constructed during the interviews and the animations as artifacts. Three case studies provide a window into the perceptions of preservice teachers making a slowmation and show how they represented their concept. Slowmation is a new form of student-generated representation which enables them to use their own technology to construct a narrated animation as a multimodal representation to explain a science concept. [ABSTRACT FROM AUTHOR]

An important goal of teacher preparation efforts is helping new teachers to develop a professional identity as a reflective practitioner. Weekly reflective reading discussion had been a part of one of the researcher's science teaching methods course. One persistent problem in the course was that self-reflective ideas rarely found footing in class discussions and other in-class interactions. A decision was made to incorporate web-based online threaded discussions between students, as a supplement to classroom discussions. This study examined whether or not the addition of out of classroom online reading discussions impacted the regular weekly in classroom reading discussions. The study found that students had a great deal more to say (76% more) in class about their readings after online discussions were introduced and the study found evidence that changes in students' contributions can be attributed to the class's new online component. [ABSTRACT FROM AUTHOR]

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The findings show that these preservice teachers improved in their understanding of assessment as a formative process as well as their science content understanding of the topic addressed in their designed task. We found that preservice teachers need to experiment with performance assessment tasks in an authentic context in order to understand the full potential and value of the task. [ABSTRACT FROM AUTHOR]

Based on interviews with 18 professors of education, this study provides a report the ways in which environmental education (EE) theory and practice are currently incorporated preservice elementary education science and social studies methods courses. It further reports perceptions of faculty about the barriers to incorporating EE in preservice programs and their ideas about action steps toward a more widespread use of EE as an integrating context for teaching preservice science and social studies methods courses. [ABSTRACT FROM AUTHOR]

Metaphors play a crucial role in the understanding of science. Since antiquity, metaphors have been used in technical texts to describe structures unknown or unnamed; besides establishing a terminology of science, metaphors are also important for the expression of concepts. However, a concise terminology to classify metaphors in the language of science has not been established yet. But in the context of studying the history of a science and its concepts, a precise typology of metaphors can be helpful. Metaphors have a lot in common with models in science, as has been observed already. In this paper, therefore, I suggest a typology of metaphor in ancient science to fill this terminological gap by using concepts applied to the classification of models in science, as coined by Rom Harré. I propose to differentiate between homeoconceptual metaphors (with the same conceptual frame between source and target) and paraconceptual metaphors (mapped via a different conceptual frame). Furthermore, functional and structural aspects of metaphors in ancient science are taken into account. Case studies from ancient texts displaying metaphors in ancient science are presented and classified following the outlined typology of metaphors., (© 2021. The Author(s).)

Even before it had been developed there had already been skepticism among the general public concerning a vaccine for COVID-19. What are the factors that drive this skepticism? While much has been said about how political differences are at play, in this article I draw attention to two additional factors that have not received as much attention: witnessing the fallibility of the scientific process play out in real time, and a perceived breakdown of the distinction between experts and non-experts.

The Finnish nursing theorist Katie Eriksson's (1943-2019) theory of caritative caring represents a non-medical paradigm concerning the phenomena of nursing. The aim of this article was to present an oversight of the development of Eriksson's theory of caritative caring from a human science point of view. The historical development of the theory is outlined, combined with a brief overview of its philosophical connections, its impact on contemporary caring science research and its implications for nursing care. Caring science is considered a human science in the Nordic tradition, as it is deeply rooted in basic issues of human life and existence. The key ideas of Eriksson's theory of caritative caring are linked to the metaparadigm concepts of human being, health and suffering, caring and environment. All of these are permeated with the ethos of caritative caring, that is, the caritas thought of human love and mercy, and the honouring of the absolute dignity of human beings. Epistemologically, Gadamer is the most influential philosopher when it comes to the theory of caritative caring. Eriksson's theory is used in, for example, intercultural caring, caring for patients suffering from addiction, the importance of aesthetic surroundings, providing ethically good care for older people and mothers as patients in psychiatric care. In these fields of research, Eriksson's ideas of ethics, caring and suffering are highlighted in various clinical contexts. Beyond the areas of nursing care in which Eriksson's work has been cited and developed, there are at least two areas that have been actively enhanced by her works: the field of leadership and education for nursing teachers. According to Eriksson, it is momentous to ponder scientific results as not limited to empirically strengthened, randomized outcomes. Part of making the results of scientific work evident is up to the individual nurses and their being in the world., (© 2020 John Wiley & Sons Ltd.)

We can maximize the impact of scientific conferences by uploading all conference presentations, posters, and abstracts to highly trafficked public repositories for each content type. Talks can be hosted on sites like YouTube and Youku, posters can be published on Figshare, and papers and abstracts can become open access preprints., (Copyright © 2020 Elsevier Inc. All rights reserved.)

Because science is a modeling enterprise, a key question for educators is: What kind of repertoire can initiate students into the practice of generating, revising, and critiquing models of the natural world? Based on our 20 years of work with teachers and students, we nominate variability as a set of connected key ideas that bridge mathematics and science and are fundamental for equipping youngsters for the posing and pursuit of questions about science. Accordingly, we describe a sequence for helping young students begin to reason productively about variability. Students first participate in random processes, such as repeated measure of a person's outstretched arms, that generate variable outcomes. Importantly, these processes have readily discernable sources of variability, so that relations between alterations in processes and changes in the collection of outcomes can be easily established and interpreted by young students. Following these initial steps, students invent and critique ways of visualizing and measuring distributions of the outcomes of these processes. Visualization and measure of variability are then employed as conceptual supports for modeling chance variation in components of the processes. Ultimately, students reimagine samples and inference in ways that support reasoning about variability in natural systems.

Competing Interests: The authors declare no competing interest.

Background: The Centers of Excellence for Influenza Research and Surveillance (CEIRS) network, funded by the US National Institutes of Health, has been operational since 2007 and is tasked with conducting research to improve understanding of influenza viruses. Recently, CEIRS developed an Influenza Response Plan (IRP) to improve science preparedness for the network., Methods: Development of the IRP involved a collaborative process between project staff, CEIRS center directors or their designees, and NIAID CEIRS leadership (referred to as the Pandemic Planning Advisory Committee [PPAC]). Project staff identified and summarized the response capabilities of each center and then worked with the PPAC to identify and rank research priorities for an emergency response using a modified Delphi method., Results: Key elements of the response plan include tables of response capabilities for each CEIRS center, a framework that outlines and ranks research priorities for CEIRS during an emergency situation, and an operational strategy for executing the research priorities., Conclusions: The CEIRS IRP highlights the importance of enhancing science preparedness in advance of an influenza pandemic or other influenza-related zoonotic incident to ensure that research can be carried out expeditiously and effectively in emergency situations and to improve global health security., (© 2020 The Authors. Influenza and Other Respiratory Viruses Published by John Wiley & Sons Ltd.)

Objective: to identify funding demands in the light of CNPq's knowledge subareas, as well as data on researchers and research groups, their distribution in the regions and their approximation with health research priorities of the Ministry of Health and the new knowledge tree framework of the area., Method: a descriptive study developed with data from 2009 to 2014 about researchers, funding and research areas provided by the Diretoria de Ciências Agrárias Biológicas e Saúde (Department of Agriculture, Biology and Health Sciences)., Results: there is a concentration of researchers and research groups in the Southeast region. The research priorities in the health field most frequently addressed were: Noncommunicable Diseases, Child and Adolescent Health, Women's Health and Communicable diseases. The grants could be classified in the current framework of knowledge areas., Final Considerations: this analysis enabled visualizing subarea demands and relevance of changing the nomenclature of the classification of knowledge framework in order to represent the scientific production generated in the nursing area.