Relevant bibliographies by topics / Science-General

Academic literature on the topic 'Science-General'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Science-General"

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Scholes, Corey. "General Science." Intervention in School and Clinic 34, no. 2 (November 1998): 107–14. http://dx.doi.org/10.1177/105345129803400207.

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Andrew F. Read. "Science in General Education." Journal of General Education 62, no. 1 (2013): 28. http://dx.doi.org/10.5325/jgeneeduc.62.1.0028.

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Read, Andrew F. "Science in General Education." Journal of General Education 62, no. 1 (March 1, 2013): 28–36. http://dx.doi.org/10.5325/jgeneeduc.62.1.28.

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Abstract General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.
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Read, Andrew F. "Science in General Education." Journal of General Education 62, no. 1 (2013): 28–36. http://dx.doi.org/10.1353/jge.2013.0000.

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O'Connell, Suzanne Bridget. "Communicating Science in General-Education Science Courses with Popular-Science Books." Journal of Geoscience Education 45, no. 4 (September 1997): 354–58. http://dx.doi.org/10.5408/1089-9995-45.4.354.

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Ball, Cat. "Science and the General Election." Biochemist 37, no. 2 (April 1, 2015): 48. http://dx.doi.org/10.1042/bio03702048.

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Jagers op Akkerhuis, Gerard A. J. M. "General Laws and Centripetal Science." European Review 22, S1 (May 2014): S113—S144. http://dx.doi.org/10.1017/s106279871300080x.

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The large number of discoveries in the last few decades has caused a scientific crisis that is characterised by overspecialisation and compartmentalisation. To deal with this crisis, scientists look for integrating approaches, such as general laws and unifying theories. Representing what can be considered a general form law, the operator hierarchy is used here as a bridge between existing integrating approaches, including: a cosmic timeline, hierarchy and ontology, a periodic table of periodic tables, the unification of evolutionary processes, a general evolution concept, and general aspects of thermodynamics. At the end of the paper an inventory of unifying concepts is presented in the form of a cross table. The study ends with a discussion of major integrating principles in science.
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Stegink, Gordon, Jon Pater, and Daron Vroon. "Computer science and general education." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 146–49. http://dx.doi.org/10.1145/384266.299737.

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Michael, Mike. "Lay Discourses of Science: Science-in-General, Science-in-Particular, and Self." Science, Technology, & Human Values 17, no. 3 (July 1992): 313–33. http://dx.doi.org/10.1177/016224399201700303.

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Marsh, Allison, and Bethany Johnson. "Crash Course History of Science: Popular Science for General Education?" Isis 111, no. 3 (September 1, 2020): 588–94. http://dx.doi.org/10.1086/711083.

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Dissertations / Theses on the topic "Science-General"

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Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers’ experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, & Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers’ self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.

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Biscotte, Stephen Michael. "Exploring Aesthetic Experiences in the Undergraduate General Education Science Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73413.

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Citizens must have a minimal level of STEM-literacy to work alongside scientists to tackle both current and future global challenges. How can general education, the one piece of the undergraduate experience every student completes, contribute to this development? And science learning is dependent on having transformative aesthetic experiences in the science classroom. These memorable experiences involve powerful connection between students and the world around them. If these types of experiences are necessary for science learning and growth, are students in introductory science courses having them? If so, what relationship might they have with students' desires to pursue further science study? This dissertation explores these questions through two manuscripts. The first, a theoretical piece published in the Journal of General Education in 2015, argues that non-STEM students must have transformative aesthetic experiences in their undergraduate general education science course to develop the level of understanding needed to engage with challenging scientific issues in the future. This claim is substantiated by bringing together the work of Dewey and Deweyan scholars on the nature and impact of aesthetic experiences in science and science education with the general education reform efforts and desired outcomes for an informed and engaged citizenry. The second manuscript, an empirical piece, explores the lived experience of non-STEM students in an introductory geosciences course. A phenomenological research methodology is deployed to capture the 'essence' of the lived experience of a STEM-philic student in general education science. In addition, Uhrmacher's CRISPA framework is used to analyze the participants' most memorable course moments for the presence or absence of aesthetic experiences. In explication of the data, it shows that students are in fact having aesthetic experiences (or connecting to prior aesthetic experiences) and these experiences are related to their desires to pursue further STEM study.
Ph. D.
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Cassani, Mary Kay. "IMPACT OF SCALE-UP ON SCIENCE TEACHING SELF-EFFICACY OF STUDENTS IN GENERAL EDUCATION SCIENCE COURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3258.

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The objective of this study was to evaluate the effect of two pedagogical models used in general education science on non-majors' science teaching self-efficacy. Science teaching self-efficacy can be influenced by inquiry and cooperative learning, through cognitive mechanisms described by Bandura (1997). The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) model of inquiry and cooperative learning incorporates cooperative learning and inquiry-guided learning in large enrollment combined lecture-laboratory classes (Oliver-Hoyo & Beichner, 2004). SCALE-UP was adopted by a small but rapidly growing public university in the southeastern United States in three undergraduate, general education science courses for non-science majors in the Fall 2006 and Spring 2007 semesters. Students in these courses were compared with students in three other general education science courses for non-science majors taught with the standard teaching model at the host university. The standard model combines lecture and laboratory in the same course, with smaller enrollments and utilizes cooperative learning. Science teaching self-efficacy was measured using the Science Teaching Efficacy Belief Instrument – B (STEBI-B; Bleicher, 2004). A science teaching self-efficacy score was computed from the Personal Science Teaching Efficacy (PTSE) factor of the instrument. Using non-parametric statistics, no significant difference was found between teaching models, between genders, within models, among instructors, or among courses. The number of previous science courses was significantly correlated with PTSE score. Student responses to open-ended questions indicated that students felt the larger enrollment in the SCALE-UP room reduced individual teacher attention but that the large round SCALE-UP tables promoted group interaction. Students responded positively to cooperative and hands-on activities, and would encourage inclusion of more such activities in all of the courses. The large enrollment SCALE-UP model as implemented at the host university did not increase science teaching self-efficacy of non-science majors, as hypothesized. This was likely due to limited modification of standard cooperative activities according to the inquiry-guided SCALE-UP model. It was also found that larger SCALE-UP enrollments did not decrease science teaching self-efficacy when standard cooperative activities were used in the larger class.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD
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Lewis, Anna. "A Comparative Study of Six Decades of General Science Textbooks: Evaluating the Evolution of Science Content." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002633.

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Hariharan, Joya R. "Science in the general educational development (GED) curriculum : analyzing the science portion of GED programs and exploring adult students' attitudes toward science /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158627868.

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Lancashire, J. A. "An historical study of the popularisation of science in general science periodicals in Britain, c. 1890 - c. 1939." Thesis, University of Kent, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380610.

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Armeni, Christina. "From whom the general public chooses to learn science : a case study." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79818.

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The purpose of this study was to examine what a national public science educator does when attempting to educate the general public. This investigation was conducted with the goal of expanding the literature on the treatment of science in multimedia to include descriptive work on whom the general public goes to learn science. The science educator's work in radio, television, and print were explored through interview and content analyses with themes and patterns emerging. The educator appeared to apply a loose formula of keeping a finger on the public's pulse, exhibiting scientific rigor, using variables and techniques such as props and demonstrations, including elements of popular culture, inserting interesting facts, injecting humor, and telling stories.
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Mason-Wilkes, Will. "Science as religion? : science communication and elective modernism." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/109735/.

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My central concern in this thesis is how science should be understood by the public. I argue that science should be understood, and valued for, the formative aspirations of the scientific community. The formative aspirations of the scientific community are the values members try to uphold as members of the group, even when this is not always possible. These aspirations are constitutive of the scientific ‘form of life’. I argue that science and religion are distinct forms of life, and through their formative aspirations can be differentiated from one another. Drawing on the theory of Elective Modernism (Collins and Evans 2017), I argue that the formative aspirations of science overlap with democratic values. Media representations of science shape public understanding. Non-fiction television is a ubiquitous and trusted medium for the communication of science. Non-fiction science television programme makers were interviewed to understand the process of science television production: the pressures, tensions and constraints inherent to this process. I analyse representations of science in British non-fiction television programmes and argue that a ‘religious’ portrayal of science can be identified in some programmes. I identify a contrasting ‘secular’ portrayal of science in other programmes. The religious portrayal presents science as providing a definitive creation narrative. In this portrayal scientific knowledge is presented as a set of certain and immutable truths which are revealed by nature with little or no human intervention. In this portrayal science is presented as providing meaning. The secular portrayal’s representation aligns more closely with a sociological understanding of science. In this portrayal scientific knowledge is represented as requiring human skill to produce and as being subject to change, revision and debate. Science in this portrayal is represented as producing both positive and negative outcomes for society. From the perspective of Elective Modernism, if citizens are to properly understand, engage with and value science they need an understanding informed by sociological conceptions of science which emphasise science’s formative aspirations as its defining characteristic. The requirements for the production of an ‘elective modernist’ portrayal of science, one which foregrounds the formative aspirations of science, are discussed. The problematic consequences of the religious portrayal of science are laid out. Presenting science as a religion disguises its formative aspirations. This provides an inaccurate picture of how science works and a widespread (mis)understanding of science as a religion would undermine democratic society.
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Dixon, Matthew. "Population-centric warfare : how popular support determines civil war outcomes." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/18853/.

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In recent years, the most technologically advanced militaries in the world have toiled against guerrilla forces. Counterinsurgent doctrine focuses on a government’s lack of popular support to explain this. Academic literature, however, currently treats popular mobilisation as a dependent variable, rather than using it as a framework for understanding the dynamics and outcomes of civil wars. This thesis represents a first step to address this disparity and incorporate popular support into the comparative study of civil war outcomes. I explore what popular support provides conflict actors, what determines population behaviour and how the ability of conflict actors to generate support determines the dynamics and outcome of a conflict. I conclude that popular support, or the battle for ‘hearts and minds’, is crucial to the power of conflict actors, but only when it is understood as a contribution, not shared preferences. Based on this analysis I propose a framework for studying civil conflict that focuses on the regenerative capacity of the two belligerents. The key battleground in any civil war is rebel efforts to degrade the sovereign structures the government uses to generate support from the population. If rebels can achieve this, the government collapses and the rebels can win the war even if they are smaller or fail to score any battlefield successes. I test this model using a quantitative analysis of 65 civil wars and four in-depth cases studies. Overall there is strong empirical support for the model of conflict developed in this thesis, raising a number of theoretical and practical implications. Most importantly, I find that strengthening institutions of governance, be they formal or informal, is the best method for governments to defeat rebel groups, while rebels win by undermining socioeconomic activity.
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Florin, Dominque Anne. "How does science influence policy? Health promotion for coronary heart disease by general practitioners." Thesis, London School of Hygiene and Tropical Medicine (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286480.

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Books on the topic "Science-General"

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Ann, Cooper Sally, and Spurrier Michael, eds. General science. Baltimore, Md: Media Materials, Inc., 1988.

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H, Marshall Robert, and American Guidance Service, eds. AGS general science. Circle Pines, Minn: AGS, 2001.

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Department of Education and Science. General education: Science : draft. Dublin: Stationery Office, 2000.

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OCLC and H. W. Wilson Company, eds. General science abstracts: GenSciAbs. [Dublin, Ohio]: OCLC, 1992.

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Dean, Hurd, Carnahan Peggy S, Hartmann Marjie, and Prentice-Hall inc, eds. Prentice-Hall general science. Englewood Cliffs, N.J: Prentice-Hall, 1989.

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Sutcliffe, A. General Science. Grant Press, 2007.

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Mould, J. Albert. General Science. 3rd ed. Amsco School Pubns Inc, 1991.

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Clark, M. Bertha. General Science. IndyPublish, 2007.

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Watkins. General Science. Henry Holt & Company, 1989.

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Gardner. General Science. 2nd ed. Prentice Hall, 1989.

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Book chapters on the topic "Science-General"

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Yeung, Yau Yuen. "General Science Teacher Education." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_219-8.

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Yeung, Yau Yuen. "General Science Teacher Education." In Encyclopedia of Science Education, 442–44. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_219.

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Dompere, Kofi Kissi. "General Epistemics on Science and Rationality." In Fuzzy Rationality, 1–54. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-88083-7_1.

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Dompere, Kofi Kissi. "General Epistemics on Science and Rationality." In Epistemic Foundations of Fuzziness, 1–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-88085-1_1.

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Campaner, Raffaella, and Maria Carla Galavotti. "Feminist Versus General Philosophy of Science." In Boston Studies in the Philosophy and History of Science, 203–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26348-9_12.

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Jarvie, Ian C. "Towards A General Sociology of Science." In Encouraging Openness, 367–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57669-5_30.

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Fisher, David, Sandra Price, and Terry Hanstock. "1. General social science information sources." In Information Sources in the Social Sciences, edited by David Fisher, Sandra Price, and Terry Hanstock, 1–45. Berlin, Boston: De Gruyter, 2002. http://dx.doi.org/10.1515/9783110949322-004.

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Grover, Tarun, and Mugdha Thareja. "General Aspects of Science, Design, and Engineering." In Science in Design, 1–28. First edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, LLC, [2021]: CRC Press, 2020. http://dx.doi.org/10.1201/9781003095217-1.

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Boulding, Kenneth E. "General Systems Theory—The Skeleton of Science." In Facets of Systems Science, 239–48. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-0718-9_15.

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Niaz, Mansoor, and Arelys Maza. "Nature of Science in General Chemistry Textbooks." In SpringerBriefs in Education, 1–37. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1920-0_1.

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Conference papers on the topic "Science-General"

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Stegink, Gordon, Jon Pater, and Daron Vroon. "Computer science and general education." In The proceedings of the thirtieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/299649.299737.

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Young, Erick T., B.-G. Andersson, Eric E. Becklin, William T. Reach, Ravi Sankrit, Hans Zinnecker, and Alfred Krabbe. "SOFIA general investigator science program." In SPIE Astronomical Telescopes + Instrumentation, edited by Larry M. Stepp, Roberto Gilmozzi, and Helen J. Hall. SPIE, 2014. http://dx.doi.org/10.1117/12.2057410.

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McFall, Ryan, and Gordon Stegink. "Introductory computer science for general education." In the twenty-eighth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268084.268123.

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Williams, Andy. "General Collective Intelligence and Web Science." In WebSci '22: 14th ACM Web Science Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501247.3539505.

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"Message from U-Science 2014 General Chairs." In 2014 IEEE 12th International Conference on Dependable, Autonomic and Secure Computing (DASC). IEEE, 2014. http://dx.doi.org/10.1109/dasc.2014.5.

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Marx, Jeffrey. "Attitudes of Undergraduate General Science Students Toward Learning Science and the Nature of Science." In 2004 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2005. http://dx.doi.org/10.1063/1.2084717.

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Sabitzer, Barbara, and Stefan Pasterk. "Modeling: A computer science concept for general education." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344062.

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Kaiser, Maike. "How the general public develops perceptions of computer science." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265793.

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Srivastava, Gautam, Guoliang Li, and Jirong Wen. "Message from Data Science and Systems 2022 General Chairs." In 2022 IEEE 24th Int Conf on High Performance Computing & Communications; 8th Int Conf on Data Science & Systems; 20th Int Conf on Smart City; 8th Int Conf on Dependability in Sensor, Cloud & Big Data Systems & Application (HPCC/DSS/SmartCity/DependSys). IEEE, 2022. http://dx.doi.org/10.1109/hpcc-dss-smartcity-dependsys57074.2022.00026.

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Voorhees, David H. "FLIPPING OR FLOPPING IN A GENERAL EDUCATION EARTH SCIENCE CLASS." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-297594.

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Reports on the topic "Science-General"

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Yeh, K. C. Publication of Papers Presented at URSI 23RD General Assembly as a Special Section of Radio Science. Fort Belvoir, VA: Defense Technical Information Center, May 1992. http://dx.doi.org/10.21236/ada253561.

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Hetzel, Fred W., Suresh M. Brahmavar, Qun Chen, Steven L. Jacques, Michael S. Patterson, Brian C. Wilson, and Timothy C. Zhu. Photodynamic Therapy Dosimetry: A Task Group Report of the General Medical Physics Committee of the Science Council. AAPM, 2005. http://dx.doi.org/10.37206/89.

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Cooper, G. Conduct of Operations Applicability Matrix for CMELS Light Science and Industry and General Industry Facilities at LLNL Site 200. Office of Scientific and Technical Information (OSTI), April 2008. http://dx.doi.org/10.2172/938500.

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Shyshkina, Mariya P., and Maiia V. Marienko. Augmented reality as a tool for open science platform by research collaboration in virtual teams. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3755.

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The provision of open science is defined as a general policy aimed at overcoming the barriers that hinder the implementation of the European Research Area (ERA). An open science foundation seeks to capture all the elements needed for the functioning of ERA: research data, scientific instruments, ICT services (connections, calculations, platforms, and specific studies such as portals). Managing shared resources for the community of scholars maximizes the benefits to society. In the field of digital infrastructure, this has already demonstrated great benefits. It is expected that applying this principle to an open science process will improve management by funding organizations in collaboration with stakeholders through mechanisms such as public consultation. This will increase the perception of joint ownership of the infrastructure. It will also create clear and non-discriminatory access rules, along with a sense of joint ownership that stimulates a higher level of participation, collaboration and social reciprocity. The article deals with the concept of open science. The concept of the European cloud of open science and its structure are presented. According to the study, it has been shown that the structure of the cloud of open science includes an augmented reality as an open-science platform. An example of the practical application of this tool is the general description of MaxWhere, developed by Hungarian scientists, and is a platform of aggregates of individual 3D spaces.
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Woods, Mel, Saskia Coulson, Raquel Ajates, Angelos Amditis, Andy Cobley, Dahlia Domian, Gerid Hager, et al. Citizen Science Projects: How to make a difference. WeObserve, 2020. http://dx.doi.org/10.20933/100001193.

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Citizen Science Projects: How to make a difference, is a massive open online course (MOOC). It was developed by the H2020 WeObserve project and ran on the FutureLearn platform from 2019. The course was designed to assist learners from all backgrounds and geographical locations to discover how to build their own citizen science project to address global challenges and create positive change. It also helped learners with interpreting the information they collected and using their findings to educate others about important local and global concerns. The main learning objectives for the course were: * Discover what citizen science and citizen observatories are * Engage with the general process of a citizen science project, the tools used and where they can be accessed * Collect and analyse data on relevant issues such as environmental challenges and disaster management, and discuss the results of their findings * Explore projects happening around the world, what the aims of these projects are and how learners could get involved * Model the steps to create their own citizen science project * Evaluate the potential of citizen science in bringing about change This course also provided five open-source, downloadable tools which have been tested in previous citizen science projects and created for the use of a wider range of projects. These tools are listed below and available in the research repository: * Empathy timeline tool * Community-level indicators tool * Data postcards tool * Future newspaper tool * Co-evaluation tool
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Chen, Pan, Mei Ieng Lam, Tong Leong Si, and Yu-Tao Xiang. Prevalence of poor sleep quality among the general population in China: a meta-analysis of epidemiological studies. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0055.

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Review question / Objective: This study aims to examine the pooled prevalence of PSQ among the Chinese general population (i.e. community-dwelling residents) and explore its associated factors. Condition being studied: Knowing the prevalence of PSQ is critical for health professionals and policymakers to understand its impact on the general population and further formulate reasonable allocation of health resources, and develop appropriate prevention and intervention strategies to improve sleep-related health problems. Information sources: PubMed, PsycINFO, Web of Science, EMBASE, Wanfang database and China National Knowledge Infrastructure (CNKI) database.
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Afolayan, Anthony, Roumen Anguelov, Don Cowan, Maryke Labuschagne, Natasha Sacks, and Edilegnaw Wale Zegeye. Report on Grouped Peer Review of Scholarly Journals in Mathematics and Science. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0075.

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The peer review report entitled Report on Grouped Peer Review of Scholarly Journals in Mathematics and Science is the 12th in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.
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8

Toney, Autumn, and Melissa Flagg. Comparing the United States' and China's Leading Roles in the Landscape of Science. Center for Security and Emerging Technology, June 2021. http://dx.doi.org/10.51593/20210020.

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Using CSET’s new Map of Science to examine clusters of research publications, this data brief presents a comparative analysis of U.S. and Chinese research publication outputs. The authors find that global competition outcomes differ depending on the level of granularity when comparing research publication data. In a granular view of global scientific research, the United States and China together dominate almost two-thirds of the research publication output, with the rest of the world leading in more than one-third of publication output. In a general view of global scientific research, only China and the United States appear as leaders in research output.
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9

McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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