Relevant bibliographies by topics / Science education pursuit

Academic literature on the topic 'Science education pursuit'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Science education pursuit"

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Anker-Hansen, Jens, and Maria Andreé. "In Pursuit of Authenticity in Science Education." Nordic Studies in Science Education 15, no. 1 (January 28, 2019): 54–66. http://dx.doi.org/10.5617/nordina.4723.

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This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.
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Chandrasekhar, S., and Rajaram Nityananda. "The pursuit of science: Its motivations." Resonance 2, no. 4 (April 1997): 82–95. http://dx.doi.org/10.1007/bf02919633.

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Michael, Joel. "IN PURSUIT OF MEANINGFUL LEARNING." Advances in Physiology Education 25, no. 3 (September 2001): 145–58. http://dx.doi.org/10.1152/advances.2001.25.3.145.

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The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science and classroom teaching. Soon after incorporating computers into his laboratory, he began developing computer-based learning resources for his students. Observing students using these resources to solve problems led to an interest in the learning process itself. This in turn led to a research and development program, funded by the Office of Naval Research (ONR), that applied artificial intelligence to develop smart computer tutors. The impact of problem solving on student learning became the defining theme of National Science Foundation (NSF)-supported research in health science education that gradually moved all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980’s. More recently, Joel has been instrumental in developing and maintaining the Physiology Education Research Consortium, a group of physiology teachers from around the nation who collaborate on diverse projects designed to enhance learning of the life sciences. In addition to research in education and learning science, Dr. Michael has devoted much of his time to helping physiology teachers adopt modern approaches to helping students learn. He has organized and presented faculty development workshops at many national and international venues. The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology.
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Carter, Frances D., Marvin Mandell, and Kenneth I. Maton. "The Influence of On-Campus, Academic Year Undergraduate Research on STEM Ph.D. Outcomes: Evidence From the Meyerhoff Scholarship Program." Educational Evaluation and Policy Analysis 31, no. 4 (December 2009): 441–62. http://dx.doi.org/10.3102/0162373709348584.

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The Meyerhoff Scholarship Program, which celebrated its 20th year in 2008, is considered a successful intervention program for increasing the number of underrepresented minorities who earn Ph.D.s or M.D./Ph.D.s and pursue research careers in science, technology, engineering, and mathematics (STEM). This article examines the relationship between participation in one specific component of the Meyerhoff Scholarship Program—on-campus, academic year research—and the pursuit of a STEM Ph.D. by 13 cohorts of program participants. The results indicate that participation in on-campus, academic year research is associated with a substantial increase in the probability of pursuing a STEM Ph.D. They further suggest that the structure and intensity of the on-campus, academic year research experience matter.
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Saunders, Thomas H. "There is Art in Science and Science in Art." Microscopy Today 13, no. 2 (March 2005): 36–37. http://dx.doi.org/10.1017/s1551929500051464.

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When a sixty thousand dollar microscope is used as a paint brush, neither science nor art are in trouble - but rather benefactors, witness to the fact that there can be "science in art" and "art in science."Arguably, except for a very few kids, our high schools are churning out hamburger helper generations, the product of a defective educational philosophy that believes that self esteem is more important than inspiring a tough academic regimen that leads to the pursuit of a science-focused secondary and post secondary education. Horses drink water because they want to, not because they were led to it. Kids pursue science and the achievement of excellence not because it is available, but rather because somewhere along their early education experience someone inspired their interest and curiosity.
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Kirch, Susan A., Mary Ellen Bargerhuff, Heidi Cowan, and Michele Wheatly. "Reflections of Educators in Pursuit of Inclusive Science Classrooms." Journal of Science Teacher Education 18, no. 4 (June 12, 2007): 663–92. http://dx.doi.org/10.1007/s10972-007-9052-9.

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Mascarenhas, Ronald. "Science Education - A New Vision and Mission." Mapana - Journal of Sciences 4, no. 1 (June 13, 2005): 15–18. http://dx.doi.org/10.12723/mjs.6.3.

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Science education in schools and colleges across the country is facing c crisis. Science is regarded as not only difficult but also alien. irrelevant and boring. This is quite evident the declining enrolment in science at the college level. Added to this with the opening up Of the econorny, there is a greater demand for business administrators and computer-literate individuals. There is also this that career opportunities in engineering and medical field are more lucrative. Consequently, pursuit of science is the last priority Of students. I would like to discuss this problem under two heads.
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Canetta, Elisabetta. "Catholic Education and the Study of Science: The Mysticism of Scientific Pursuit." Religions 13, no. 6 (June 8, 2022): 528. http://dx.doi.org/10.3390/rel13060528.

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In the past forty years, science has been gradually relegated to technology and utilitarian knowledge. To avoid forgetting what science truly is, it is paramount to train students to discern the difference between scientific knowledge and technological progress. Catholic education possesses the necessary tools to achieve such a goal and to give back, to science, its rightful place in human knowledge as a mystical instrument that can demonstrate the logic in the existence of a Creator beyond creation and enable humanity to climb the mountain of truth. The starting point of this ascent is to use scientific approaches to unravel the laws that govern the natural world. At the top of the mountain, the climber will contemplate the hidden mysteries of the Creator and His creation. In this paper, the development of science, from a united body of knowledge to a compartmentalized ensemble of different disciplines, will be presented. The difference between science as liberal knowledge and technology as utilitarian knowledge will also be discussed, and the fundamental role that Catholic education has to play in the restoration of scientific knowledge, as a liberal endeavour of the human mind, will be considered. The necessity of using the dialogue between faith and reason as a tool to train students in understanding the essence of scientific pursuit will be presented.
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Engelmann, Siegfried. "Science versus Basic Educational Research." Australasian Journal of Special Education 32, no. 1 (April 2008): 139–57. http://dx.doi.org/10.1017/s1030011200025811.

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One goal of basic research in education is to identify the variables of effective instruction. As this pursuit has been conceived, however, its theoretical problems make it unlikely that the effort will provide a clear picture of instructional variables, their interactions, or the kind of teacher training that is implied by instructional variables.
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Thompson, Rahmelle C., Thema Monroe-White, Jeffrey Xavier, Courtney Howell, Myisha Roberson Moore, and J. K. Haynes. "Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar40. http://dx.doi.org/10.1187/cbe.15-12-0263.

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Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM.
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Dissertations / Theses on the topic "Science education pursuit"

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Hartman, Danielle. "In Pursuit of Women Scientists: Using Science Plays to Promote Women Entering STEM Disciplines." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4091.

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Higher education currently seeks to increase female enrollment in STEM. Women face many challenges attempting to breach this male dominated arena with misconceptions, gender stereotypes, and few female role models. With the recent trend in higher education to encourage more women to enter the STEM disciplines and K-12 schools cutting funding for arts programs, theatre may be losing its value in the education system. The value of interdisciplinary studies is beginning to be forgotten during the grade school years as school boards battle budget cuts, but we can remind society of it through science plays. Theatre artists use other disciplines such as psychology, history, and science to enhance their work, but I argue that theatre can also help promote the needs of other disciplines. Science plays have become increasingly popular over the last two and a half decades and have done much for theatre. Science plays can assist in addressing the issues facing women attempting to enter STEM disciplines. The majority of science plays feature historical people and can therefore provide the much needed role models and address the other issues and misconceptions. To do this, science plays featuring women should target middle and high school girls as well as their teachers, parents, and guidance counselors who often discourage girls from pursing STEM interests.
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Wilkins, Ashlee N. "Pursuit of STEM| Factors shaping degree completion for African American females in STEM." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1528069.

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The primary purpose of the study was to examine secondary data from the Cooperative Institutional Research Program (CIRP) Freshman and College Senior Surveys to investigate factors shaping degree aspirations for African American female undergraduates partaking in science, technology, engineering, and mathematics (STEM) majors. Hierarchical multiple regression was used to analyze the data and identify relationships between independent variables in relation to the dependent variable. The findings of the study reveal four key variables that were predictive of degree completion for African American females in STEM. Father's education, SAT composite, highest degree planned, and self-perception were positive predictors for females; while independent variable overall sense of community among students remained a negative predictor. Lastly implications for education and recommendations for future research were discussed.

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Sequeira, Delgado Elisa Elvira, and Anedia Suarez Arroyo. "FOSTER YOUTHS’ PERCEPTIONS OF THE SOCIAL WORKER’S ROLE IN THEIR PURSUIT OF HIGHER EDUCATION." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/804.

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The majority of youth transitioning from foster care to adulthood aspire to achieve a higher education, yet they often face barriers and lack a support system. In the United States, only 50% of foster youth graduate from high school. About 13% of foster youth enter college and only 3% graduate. The purpose of this study is to assess foster youths’ perceptions on the social worker’s role when pursuing higher education. The literature suggests that child welfare agencies have developed a variety of programs for foster youth and for their social workers aimed at improving foster youth’s educational outcomes. Yet, the gap between foster youth’s aspirations and achievements persists. This study used a qualitative design as well as a purposive sampling method. We interviewed 15 foster youth, ages 18-25 from a foster youth program at a four-year university. We asked about their experiences in preparing and pursuing a higher education, particularly their perceptions of their social workers’ roles in these experiences. Our findings suggest that social workers’ encouragement, communication about higher education information, and communication about financial aid are all important to foster youth. Our participants recommended a variety of suggestions around ways social workers could facilitate foster youth’s access to higher education. Participants shared a range of experiences with social workers related to encouragement and information about college; some received a great deal of information and support, while others did not. Participants recommended social workers provide a checklist to discuss the steps required to attend college, encouragement, information about college and financial aid, trainings for social workers to learn more about college resources and share with foster youth, more one-one time to discuss educational options, and social workers to discuss college with foster youth at an early age. Our findings suggest encouragement and information about higher education and financial aid are highly important and youth do not receive these consistently from social workers. Understanding the role social workers played in the lives of foster youth can help provide more insight into what services can be enhanced or implemented to better prepare foster youth for higher education.
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Iheanacho-Dike, Ebony C., and Marsha Rehm. "What My Parents Expect: Why Graduate Students Pursue Postsecondary Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/3.

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Approximately 30 million graduate students enrolled in programs in Fall 2016 (National Center for Educational Statistics, NCES, 2017). Based on current trends this number is expected to continue to rise due to many reasons (NCES, 2017). Simultaneously, the supply of postsecondary graduates continues to rise to meet the labor demand. Furthermore, employment in the U.S. has drastically shifted from a manufacturing economy to a service and technology economy, both of which call for postsecondary education. Parents influence the future of their children’s lives. Parents’ involvement in their child’s education often reflects their expectations. Although, much of the parent expectation research pertains to parent-child relationships this research may also contextual the parent-adult child/ parent-graduate student relationship. What is less clear is an understanding of why graduate students are up to the challenge of pursuing a postsecondary education (i.e. graduate school). It would be helpful to know if parental influence can also help children to continue their education into graduate studies. Thus, providing the supply of highly educated professionals in the workplace that will meet our economy’s demand. Therefore, the purpose of this practitioner research study (using qualitative methods) was to explore the meaning of the relationship between parent expectations and graduate student educational attainment with graduate students at a research-intensive university in the U.S. Undergirded by the Family Systems Theory (Broderick, 1993) and Self-Efficacy Theory (Bandura, 1997), I conducted a small pilot focus group which fits the nature of my research objective. Participants included (N = 1; 2 African Americans, 1 European American; 100% female; age range 26-29 years old) 2nd year graduate students enrolled in a Marriage and Family Therapy doctoral program at a Southeastern university in the U.S. The data collection site was my university office because the layout worked well for group discussion and required key access. Data collection instruments included informed consent, basic information survey, and a focus group interview guide. An example question from the interview guided included, “How did you come to understand your parent expectations?”. Participants were solicited using purposive sampling via. Data instruments and confidentiality were reviewed before audio-recording. The 30-minute pilot focus group interview was recorded on a protected device. I utilized Microsoft Word and a play-back device for transcription (see Figure 1). Using a phenomenological and thematic approach to code the interview, codes were compared back to my research purpose to ensure a recursive data reduction process. Member checks improved study validity. I found three main themes and two sub-themes (see Figure 2). Themes included: 1) Parent used direct communication, 2) Parent used indirect communication, 3) Parent used blend of communication, s1) Communication can be verbal or non-verbal, and s2) Graduate students interpreted their experience. Overall, findings provide insight into the meaning-making process that graduate students use to understand their parents’ expectations. Implications include far-reaching impact parent expectations have on influencing their children to pursue postsecondary education. Family researchers and educators should remind parents they are vital in shaping the future of their children’s academic future and the families of tomorrow.
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Rarick, Timothy Michael. "Importance of perceived adulthood and goal pursuit in emerging adult college students." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13131.

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Doctor of Philosophy
Department of Family Studies and Human Services
Rick J. Scheidt
Previous research has discovered that most 18-to-25 year olds do not feel they have reached the rite of passage known as adulthood. This period of development, termed “emerging adulthood”, is characterized by identity exploration and myriad possibilities related to who one is and what one wants out of life. Empirical evidence suggests that future goals linked to one’s identity are more likely to be obtained through three actions specified in the Selection-Optimization-Compensation (S.O.C.) model: selecting goals to focus one’s resources, optimizing goal-relevant means, and, when necessary, compensating for losses that may occur in these means. The purpose of this study was (a) to identify the proportions of 18-to-25 year old perceived adults vs. emerging adults in a university sample (n = 828); (b) to assess the degree to which self-reported perceived adult status distinguishes self-reports of achieved adult criteria, goal-pursuit strategies, and subjective well-being, and; (c) to determine the predictive utility of perceived adult status, background characteristics, and goal-pursuit strategies for understanding individual differences in life satisfaction, positive affect (i.e., subjective vitality), and negative affect (i.e., depressive symptoms). Analyses of on-line survey responses indicated that approximately one-fourth (24%) of participants reported they had reached adulthood, and, compared to their emerging adult peers, had achieved more criteria for adulthood and were using more effective goal-pursuit strategies. Step-wise multiple regression analyses revealed that specific background characteristics (e.g., relationship status and GPA) and goal-pursuit strategies (e.g., optimization) were significant and strongest predictors of the participants’ life satisfaction, positive affect, and negative affect. Perceived adult status was a significant moderate predictor of both life satisfaction and positive affect but was unrelated to negative affect. Implications of the findings for developmental researchers, educators, and practitioners are discussed.
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Petersen, Anne Marie. "Females and STEM: Determining the K-12 experiences that influenced women to pursue STEM fields." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154141.

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Banks, Mata J. "In Pursuit of the Ed.D.: A Study of East Tennessee State University's Doctors of Education: Who They are and Why They Persisted." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2167.

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According to Kerlin (1995a), first-generation students are not expected to survive to doctorate degree attainment because of vulnerability to negative affects associated with their status; yet persist they do at East Tennessee State University. The desire to study the first-generation East Tennessee State University's Doctors of Education and the limited number of first-generation graduate studies available, especially in the academic field of education, promoted developing this study. It was the intent of this study to offer additional empirical research toward understanding variables associated with first-generation persistence as encountered by East Tennessee State University's Doctors of education. Quantitative analysis derived through survey research served as an explanatory framework to investigate major variables of first-generation persistence. The survey targeted East Tennessee State University's Doctors of Education who received degrees prior to June 2004. Investigation of empirical evidence revealed that unlike previous first-generation studies (Hayes, 1997; Hurley, 2002; Inman and Mayes, 1999; Khanh, 2002; NCES, 1998; Terenzini, Springer, Yaeger, Pascarella, and Nora, 1996) the bulk (73.7%) of East Tennessee State University Doctors of Education were first-generation. Moreover, although previous studies suggested the presence of unique barriers attributed to first-generation status, no significant differences resulted in either identification or ranking of barriers or facilitators to degree attainment between first-generation East Tennessee State University's Doctors of Education and their non-first-generation counterparts. The Survey of ETSU Doctors of Education requested respondents prioritize identified barriers and facilitators. After plotting significant bivariate coordinate pairs among ranked barriers and facilitators, flat line (zero sloped) clusters depicted the presence of six weak monotone associations among variables. Facilitator rankings were associated with a respondent's age, parental college attendance, and education specialist degree, while barrier rankings were associated with a respondent's marital status at the time of degree attainment, secondary support source, and post doctorate employment.
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Everley, Rachel S. "In Pursuit of Paternal Significance: Fathers' Influence on their Daughters' and Sons' Sexual Behaviors and Beliefs." VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1095.

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The United States has the highest teen pregnancy and adolescent STD rates of any industrialized nation. Numerous factors are involved in adolescent sexual decision-making and the social-ecological framework suggests that there are multiple levels of influence on adolescent development, including familial. Utilizing survey data from the Virginia Abstinence Education Initiative (VAEI), this project specifically explores paternal influences on adolescent sexual behavior and beliefs by examining paternal residence in the home, perceived paternal figure sexual beliefs, and father-child relationship factors. Results indicate that paternal figures influence their daughters' and sons' sexual behaviors as well as beliefs. Differences in paternal figure influence across gender were found as well. Those endeavoring to develop more effective teen pregnancy prevention and abstinence education programs may consider the involvement of paternal figures in future efforts.
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Lassig, Carly Jade. "Perceiving and pursuing novelty : a grounded theory of adolescent creativity." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/50661/1/Carly_Lassig_Thesis.pdf.

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Creativity plays an increasingly important role in our personal, social, educational, and community lives. For adolescents, creativity can enable self-expression, be a means of pushing boundaries, and assist learning, achievement, and completion of everyday tasks. Moreover, adolescents who demonstrate creativity can potentially enhance their capacity to face unknown future challenges, address mounting social and ecological issues in our global society, and improve their career opportunities and contribution to the economy. For these reasons, creativity is an essential capacity for young people in their present and future, and is highlighted as a priority in current educational policy nationally and internationally. Despite growing recognition of creativity’s importance and attention to creativity in research, the creative experience from the perspectives of the creators themselves and the creativity of adolescents are neglected fields of study. Hence, this research investigated adolescents’ self-reported experiences of creativity to improve understandings of their creative processes and manifestations, and how these can be supported or inhibited. Although some aspects of creativity have been extensively researched, there were no comprehensive, multidisciplinary theoretical frameworks of adolescent creativity to provide a foundation for this study. Therefore, a grounded theory methodology was adopted for the purpose of constructing a new theory to describe and explain adolescents’ creativity in a range of domains. The study’s constructivist-interpretivist perspective viewed the data and findings as interpretations of adolescents’ creative experiences, co-constructed by the participants and the researcher. The research was conducted in two academically selective high schools in Australia: one arts school, and one science, mathematics, and technology school. Twenty adolescent participants (10 from each school) were selected using theoretical sampling. Data were collected via focus groups, individual interviews, an online discussion forum, and email communications. Grounded theory methods informed a process of concurrent data collection and analysis; each iteration of analysis informed subsequent data collection. Findings portray creativity as it was perceived and experienced by participants, presented in a Grounded Theory of Adolescent Creativity. The Grounded Theory of Adolescent Creativity comprises a core category, Perceiving and Pursuing Novelty: Not the Norm, which linked all findings in the study. This core category explains how creativity involved adolescents perceiving stimuli and experiences differently, approaching tasks or life unconventionally, and pursuing novel ideas to create outcomes that are not the norm when compared with outcomes by peers. Elaboration of the core category is provided by the major categories of findings. That is, adolescent creativity entailed utilising a network of Sub-Processes of Creativity, using strategies for Managing Constraints and Challenges, and drawing on different Approaches to Creativity – adaptation, transfer, synthesis, and genesis – to apply the sub-processes and produce creative outcomes. Potentially, there were Effects of Creativity on Creators and Audiences, depending on the adolescent and the task. Three Types of Creativity were identified as the manifestations of the creative process: creative personal expression, creative boundary pushing, and creative task achievement. Interactions among adolescents’ dispositions and environments were influential in their creativity. Patterns and variations of these interactions revealed a framework of four Contexts for Creativity that offered different levels of support for creativity: high creative disposition–supportive environment; high creative disposition–inhibiting environment; low creative disposition–supportive environment; and low creative disposition–inhibiting environment. These contexts represent dimensional ranges of how dispositions and environments supported or inhibited creativity, and reveal that the optimal context for creativity differed depending on the adolescent, task, domain, and environment. This study makes four main contributions, which have methodological and theoretical implications for researchers, as well as practical implications for adolescents, parents, teachers, policy and curriculum developers, and other interested stakeholders who aim to foster the creativity of adolescents. First, this study contributes methodologically through its constructivist-interpretivist grounded theory methodology combining the grounded theory approaches of Corbin and Strauss (2008) and Charmaz (2006). Innovative data collection was also demonstrated through integration of data from online and face-to-face interactions with adolescents, within the grounded theory design. These methodological contributions have broad applicability to researchers examining complex constructs and processes, and with populations who integrate multimedia as a natural form of communication. Second, applicable to creativity in diverse domains, the Grounded Theory of Adolescent Creativity supports a hybrid view of creativity as both domain-general and domain-specific. A third major contribution was identification of a new form of creativity, educational creativity (ed-c), which categorises creativity for learning or achievement within the constraints of formal educational contexts. These theoretical contributions inform further research about creativity in different domains or multidisciplinary areas, and with populations engaged in formal education. However, the key contribution of this research is that it presents an original Theory and Model of Adolescent Creativity to explain the complex, multifaceted phenomenon of adolescents’ creative experiences.
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Ragsdale, Scott. "Pursuing and Completing an Undergraduate Computing Degree from a Female Perspective| A Quantitative and Qualitative Analysis." Thesis, Nova Southeastern University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565811.

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The computing profession in the United States would benefit from an increasingly diverse workforce, specifically a larger female presence, because a more gender-balanced workforce would likely result in better technological solutions to difficulties in many areas of American life. However, to achieve this balance, more women with a solid educational foundation in computing need to enter the computing workplace. Yet a common problem is most colleges and universities offering computer-related degrees have found it challenging to attract females to their programs. Also, the women who begin a computing major have shown a higher tendency than men to leave the major. The combination of these factors has resulted in a low percentage of females graduating with a computing degree, providing one plausible explanation for the current gender imbalance in the computing profession.

It is readily apparent that female enrollment and retention must be improved to increase female graduation percentages. Although recruiting women into computing and keeping them in it has been problematic, there are some who decide to pursue a computer-related degree and successfully finish. The study focused on this special group of women who provided their insight into the pursuit and completion of an undergraduate computing degree. It is hoped that the knowledge acquired from this research will inspire and encourage more women to consider the field of computing and to seek an education in it. Also, the information gathered in this study may prove valuable to recruiters, professors, and administrators in computing academia. Recruiters will have a better awareness of the factors that direct women toward computing, which may lead to better recruitment strategies. Having a better awareness of the factors that contribute to persistence will provide professors and administrators with information that can help create better methods of encouraging females to continue rather than leave. The investigation used a sequential explanatory methodology to explore how a woman determined to pursue an undergraduate computing major and to persevere within it until attaining a degree.

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Books on the topic "Science education pursuit"

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Educating angels: Teaching for the pursuit of happiness. Marion, Michigan: Parkhurst Brothers Publishers, Inc., 2013.

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Nettles, Michael T. The human capital liabilities of underrepresented minorities in pursuit of science, mathematics, and engineering doctoral degrees. Stanford, CA: National Center for Postsecondary Improvement, Stanford University, School of Education, 1999.

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Thomas, Jeanette A. Strategies for pursuing a career in marine mammal science. [Fairbanks, AK: Alaska Sea Grant College Program, 1995.

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Takahira, Sayuri. Pursuing excellence: A study of U.S. twelfth-grade mathematics and science achievement in international context. Washington, D.C: National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 1998.

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The hope for American school reform: The Cold War pursuit of inquiry learning in social studies. New York: Palgrave Macmillan, 2011.

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Boffo, Vanna, Sabina Falconi, and Tamara Zappaterra, eds. Per una formazione al lavoro. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-304-5.

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The volume is a collection of the papers from a study seminar held at the University of Florence Faculty of Education and Training Sciences in March 2012 entitled Formazione e orientamento al lavoro. Le sfide della disabilità adulta. The aim of the initiative was to highlight a topic/problem which has little or no resonance in civil society, or in study and research contexts, namely, training and career guidance for disabled adults. The volume also recounts a course of studies carried out by Le Rose, a cooperative from the municipality of Florence, involving empirical research on the relationship between disability and job placement. As well as proposing an interdisciplinary and multifaceted reflection on a definitely innovative topic, the intention is to emphasize the central place of work in the lives of all people and the role that suitable education and training plays in constructing the adult identity. Care for the place where the job training is carried out, as well as attention to the relationships and actions pursued by the workers undertaking to develop job placement programmes, are central dimensions for the construction of a renewed culture of inclusion, citizenship and social and personal recognition.
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Encouraging minority students to pursue science, technology, engineering and math careers: A briefing before the United States Commission on Civil Rights held in Washington, D.C. Washington, D.C: U.S. Commission on Civil Rights, 2010.

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1928-, Köpke Wulf, and International Herder Society, eds. Johann Gottfried Herder: Academic disciplines and the pursuit of knowledge. Columbia, SC: Camden House, 1996.

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Perry, Dana G. Higher Education of People of Color: Views on Effectiveness of Historically Black Colleges and Universities and Encouraging Pursuit of STEM Careers. Nova Science Publishers, Incorporated, 2015.

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Koepke, Wulf. Johann Gottfried Herder: Academic Disciplines and the Pursuit of Knowledge (Studies in German Literature Linguistics and Culture). Camden House, 1997.

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Book chapters on the topic "Science education pursuit"

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Zhao, Song, Qiuyan Zhang, and Heng Yang. "Orthogonal Matching Pursuit Based on Tree-Structure Redundant Dictionary." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 310–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23324-1_50.

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Song, Jinwoong. "The Pursuit of Understanding Science Classroom Culture in Korea and East Asia." In Science Education Research and Practice from Japan, 25–44. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2746-0_2.

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Watts, Ruth. "‘Unnatural’ Women and Natural Science: Changing Femininity and Expanding Educational Sites Through Women’s Pursuit of Natural Science." In ‘Femininity’ and the History of Women's Education, 11–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54233-7_2.

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Higgins, Marc. "Pursuing Response-Ability in De/Colonizing Science Education." In Critical Voices in Science Education Research, 223–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99990-6_21.

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Bencze, Larry, Steve Alsop, Allison Ritchie, Michael Bowen, and Shaun Chen. "Pursuing Youth-led Socio-scientific Activism: Conversations of Participation, Pedagogy and Power." In Environmental Discourses in Science Education, 333–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11608-2_21.

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Mohd Jaafar, Noor Ismawati. "The Factors that Motivate Undergraduates to Pursue Tertiary Education: Employability, Expectation, Learning or Enjoyment." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 353–63. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_34.

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Hribar, Tina, and Slavko Dolinšek. "Choice Patterns of PhD Students: Why Should I Pursue a PhD?" In Understanding Student Participation and Choice in Science and Technology Education, 169–84. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_11.

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Ahn, Elise S., John Dixon, and Larissa Chekmareva. "Looking at Kazakhstan’s Higher Education Landscape: From Transition to Transformation Between 1920 and 2015." In Palgrave Studies in Global Higher Education, 199–227. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_8.

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AbstractSince independence in 1991, the Kazakhstani government has been aggressively pursuing higher education reform. This has led to the passing of a number of education-related laws and the adaptation of different policies and practices in order to facilitate the government’s initial priority of transitioning to a market economy and more recently, to achieve its goal of becoming one of the world’s top 30 economies by the year 2050. This chapter provides an overview of Kazakhstan’s Soviet higher education legacy and the subsequent changes that the higher education sector has both undergone and continues to undergo after joining the EU’s Bologna Process in 2010. In addition to providing a historical perspective of higher education reform in the Kazakhstani context, several typologies have been provided in order to visualise the way the regulatory reforms have resulted in some institutional diversity. The chapter concludes with the challenges that the higher education sector at different levels (e.g., the national (Kazakhstani Ministry of Education and Sciences) and regional and local/institutional levels) continues to face.
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Clarke, Michael. "“No Cracks, no Blind Spots, no Gaps”: Technologically-Enabled “Preventative” Counterterrorism and Mass Repression in Xinjiang, China." In Advanced Sciences and Technologies for Security Applications, 121–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-90221-6_8.

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AbstractThe Xinjiang Uyghur Autonomous Region (XUAR) of the People’s Republic of China (PRC) is now the site of the largest mass repression of an ethnic and/or religious minority in the world today. Researchers estimate that since 2016 over one million people (mostly ethnic Uyghurs) have been detained without trial in the XUAR in a system of “re-education” camps. Outside of the camps, the region’s Turkic Muslim population are subjected to a dense network of hi-tech surveillance systems, checkpoints, and interpersonal monitoring which severely limit all forms of personal freedom penetrating society to the granular level. This chapter argues that the erection of this “carceral state” has been propelled by a “preventative” counterterrorism that has incorporated key practices (e.g. greater reliance on new surveillance technologies) and discourses (e.g. Islamaphobia) of the “global war on terrorism” with the ideology of the Chinese Communist Party (CCP) in pursuit of the negation of the very possibility of “terrorism”. As such the contemporary situation in the XUAR represents not only the mass repression of an ethnic and religious minority by an authoritarian regime but also an example of the dystopian potentialities of ostensibly “neutral” technologies.
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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education, 251–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Conference papers on the topic "Science education pursuit"

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Fang, Xi, and Mengwen Pan. "On the Actual Pursuit of Moral Education." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.281.

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Wang, Jennifer, Hai Hong, Jason Ravitz, and Marielena Ivory. "Gender Differences in Factors Influencing Pursuit of Computer Science and Related Fields." In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2742611.

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Hou Vat, Kam. "Toward an Actionable Framework of Knowledge Synthesis in the Pursuit of Learning Organization." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2691.

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This paper investigates the idea of knowledge work appropriate to the context of organization transformation. Specifically, we describe an actionable framework of knowledge synthesis, which accommodates the shift of information system (IS) support from automating to informating to knowledging. Our discussion intends to clarify the ideal of a learning organization which is designed to help transfer learning from individuals to a group, provide for organizational renewal, keep an open attitude to the outside world, and support a commitment to knowledge. The paper deals with the classification of knowledge tasks and its relation to organizational design. We elaborate the issue of knowledge characterizations that help structure and facilitate knowledge interconnectivity, through the exposition of the information continuum. We also describe the spiral approach of knowledge creation in terms of different modes of knowledge conversion, realizable in any of the contemporary organizations. Finally, we conclude by reiterating the various challenges of creating a communal knowledge space within the working of a learning organization.
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Li, Minfang, and Minyan Li. "The Pursuit and Innovation of Formal Beauty in Modern Art." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.56.

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Li, Yuhua, and Meng Meng. "Study of Snow Disaster Loss Evaluation Model Based on Projection Pursuit." In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.508.

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Adetimirin, Airen. "An Empirical Study of Online Discussion Forum by Library and Information Science (LIS) Postgraduate Students Using Technology Acceptance Model 3." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2230.

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E-learning is an important trend globally accepted to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using the survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper revealed that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness has significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forum should be encouraged for learning in postgraduate education. A revised version of this paper was published in the Journal of Information Technology Education: Research Volume 14, 2015
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Chen, Sijing. "The Pursuit of Democracy and Science in Monster Visual Art of China in the Early Twentieth Century." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.197.

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Ling, Han, Zhang Ruolan, and Zhang Li. "The Automatic Recognition and Classification of Ground Objects in Hyperspectral Images Based on the Projection Pursuit Method." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.280.

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Zhao, Chenmei. "Chinese Characteristics and Hybrid Fusion. The Type Characteristic and Aesthetic Pursuit of Chinese Movies in the New Century." In 2017 International Conference on Art Studies: Science, Experience, Education (ICASSEE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icassee-17.2018.63.

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Olszak, Celina, and Ewa Ziemba. "The Information Society Development Strategy on a Regional Level." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3312.

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The article refers to issues related to creating the information society in a region. The most important results of research carried out to analyze the information society development in Silesia are presented in the background of the information society idea and all activities that are undertaken with reference to the information society in the European Union and Poland. Methodology and obtained results of work undertaken to create the information society strategy for Silesia are presented. Much attention is paid to the SWOT analysis of the region in the context of information society strategies and to some analysis of the most important strategic objectives that make up the foundations of the information society in the region in question. Moreover, the methodology and outcome of work on identification of the information society strategy for the Silesian region are presented. Basic directions and projects related to the pursuit of the strategic goals of the information society development are shown. According to the Authors, it appears that the methodology outlined and the results achieved may prove helpful for other regions and public administration bodies, which are willing to walk the path towards the information society.
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Reports on the topic "Science education pursuit"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.

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Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.
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Shaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.

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In September 2020, the British Academy was asked by the Government Office for Science to produce an independent review to address the question: What are the long-term societal impacts of COVID-19? This short but substantial question led us to a rapid integration of evidence and an extensive consultation process. As history has shown us, the effects of a pandemic are as much social, cultural and economic as they are about medicine and health. Our aim has been to deliver an integrated view across these areas to start understanding the long-term impacts and how we address them. Our evidence review – in our companion report, The COVID decade – concluded that there are nine interconnected areas of long-term societal impact arising from the pandemic which could play out over the coming COVID decade, ranging from the rising importance of local communities, to exacerbated inequalities and a renewed awareness of education and skills in an uncertain economic climate. From those areas of impact we identified a range of policy issues for consideration by actors across society, about how to respond to these social, economic and cultural challenges beyond the immediate short-term crisis. The challenges are interconnected and require a systemic approach – one that also takes account of dimensions such as place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term). History indicates that times of upheaval – such as the pandemic – can be opportunities to reshape society, but that this requires vision and for key decisionmakers to work together. We find that in many places there is a need to start afresh, with a more systemic view, and where we should freely consider whether we might organise life differently in the future. In order to consider how to look to the future and shape the COVID decade, we suggest seven strategic goals for policymakers to pursue: build multi-level governance; improve knowledge, data and information linkage and sharing; prioritise digital infrastructure; reimagine urban spaces; create an agile education and training system; strengthen community-led social infrastructure; and promote a shared social purpose. These strategic goals are based on our evidence review and our analysis of the nine areas of long-term societal impact identified. We provide a range of illustrative policy opportunities for consideration in each of these areas in the report that follows.
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